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LETTER TO THE EDITOR
Year : 2021  |  Volume : 34  |  Issue : 2  |  Page : 88-89

Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers


Department of Pediatrics, University of Arkansas for Medical Sciences; Department of Pediatrics, Arkansas Children's Hospital, Little Rock, Arkansas

Date of Submission23-Feb-2020
Date of Decision16-Sep-2020
Date of Acceptance29-Mar-2021
Date of Web Publication21-Dec-2021

Correspondence Address:
Charles Preston Pugh
Department of Pediatrics, University of Arkansas for Medical Sciences, 4301 W. Markham Street, Little Rock 72205
Arkansas
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_63_20


How to cite this article:
Pugh CP, Latch R. Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers. Educ Health 2021;34:88-9

How to cite this URL:
Pugh CP, Latch R. Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers. Educ Health [serial online] 2021 [cited 2022 Jan 22];34:88-9. Available from: https://www.educationforhealth.net/text.asp?2021/34/2/88/332960



Dear Editor,

Despite formal training, residents are often tasked with a key role of contributing to the clinical education of medical students. Residents are in a unique position in that they are not professional educators, but they are expected to teach while they themselves continue to learn.[1] It is estimated that residents spend a quarter of their time teaching regardless of their future career, and survey data have demonstrated that students often view residents as some of their most important clinical teachers.[1],[2]

In evolving medical curriculum, residents have been increasingly involved in teaching medical students. In fact, in the United States alone, as many as 50% of medical programs have implemented resident as teachers' courses to train residents in the methodology of education.[1] Despite growing acknowledgment of the importance of resident teaching, there has been conflicting evidence as to whether residents can have an observable impact on medical students' examination knowledge.[3],[4],[5]

At present, at many institutions, students' examination knowledge is measured by the National Board of Medical Examiners (NBMEs). Previous literature has tried to identify correlations between high resident teaching evaluations and medical students' examination scores, but few studies have tried to examine if standardized resident teaching can be implemented to have a measurable impact on students' NBME scores.

We want to share our experience in introducing a resident developed pediatric review and the positive impact on both medical students' NBME pediatric examination scores and medical students' perception of residents as teachers.

A resident pediatric review was developed into lecture format to cover the most common pediatric NBME topics. This was given 1 week before each final clerkship examination to 290 students in 6-week groups from January 2019 to December 2019. The mean percent scores were normalized to obtain a national percentile rank based on the NBME pediatrics academic quartile and academic year norms. Normalized ranks of the 2019 intervention groups were then compared to normalized ranks of a 2018 preintervention group. The mean national percentile ranks were analyzed by the use of t-test. In addition, an end of clerkship questionnaire, Likert type data (1 = strongly disagree and 5 = strongly agree), was used to assess students' perception of resident teaching. A bar plot demonstrates the students' perception of resident teaching before and after receiving the resident teaching [Figure 1].
Figure 1: Medical students' perception of resident teaching after implementation of structured resident teaching

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When normalized for each quartile, results reflect a positive difference in the postintervention rankings, mean of 47 ± 9.57 compared to the preintervention rankings, mean of 42.8 ± 12.41 (P = 0.037). When normalized for academic year, results reflect a positive difference in postintervention rankings, mean of 45.33 ± 4.41 compared to the preintervention group, mean of 39.17 ± of 8.64 (P = 0.045). In addition, the postclerkship survey identified an improved perception regarding residents as teachers.

We identified an objective increase in both the NBME scores and perception of resident teaching after the implementation of a resident-led review. This supports the notion that resident teaching can positively impact both students' knowledge and how learners view resident teaching.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Ramani S, Mann K, Taylor D, Thampy H. Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106. Med Teach 2016;38:642-55.  Back to cited text no. 1
    
2.
Morrison EH, Friedland JA, Boker J, Rucker L, Hollingshead J, Murata P. Residents-as-teachers training in U.S. residency programs and offices of graduate medical education. Acad Med 2001;76:S1-4.  Back to cited text no. 2
    
3.
Stern DT, Williams BC, Gill A, Gruppen LD, Woolliscroft JO, Grum CM. Is there a relationship between attending physicians' and residents' teaching skills and students' examination scores? Acad Med 2000;75:1144-6.  Back to cited text no. 3
    
4.
Langenfeld SJ, Helmer SD, Cusick TE, Smith RS. Do strong resident teachers help medical students on objective examinations of knowledge? J Surg Educ 2011;68:350-4.  Back to cited text no. 4
    
5.
Griffith CH 3rd, Wilson JF, Haist SA, Ramsbottom-Lucier M. Do students who work with better housestaff in their medicine clerkships learn more? Acad Med 1998;73:S57-9.  Back to cited text no. 5
    


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