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Lifting the Mask: Exploring Factors That Influence Medical Students\' Perceptions of Resident Teaching on the OB/GYN Clerkship
Purpose: To determine factors that influence medical students\'
perceptions of resident teaching on the OB/GYN rotation.
Background: The Liaison Committee on Medical Education directs
that residents “are prepared for their roles in teaching and
assessment.\" Our goal was to ascertain if medical student year and
use of pre-made teaching tools impact views of residents as teachers.
Methods: A cross-sectional survey based on the Baker Clinical
Educator Self-Assessment using a 1-5 Likert scale was given to 37 medical
students who participated in end-of-OB/GYN clerkship focus groups from October
2017-June 2018. The survey consisted of 13 questions regarding resident
teaching skills along with 2 questions regarding resident use of pre-made
teaching tools and medical student year. Unpaired t-test and
one-way ANOVA was used for analysis.
second year, eleven third year, and eight fourth year medical students completed
the survey. There was significant difference amongst the medical student
levels (p<0.01), with third year medical students rating resident teaching
skills the highest (3.55), second year medical students in the middle (2.98)
and fourth year medical students rating teaching skills the lowest
(2.55). The 12 students that had residents use pre-made teaching tools
rated resident teaching skills significantly higher than the 25 students who
did not have residents use pre-made teaching tools (3.39 vs 2.90, p < 0.01).
Discussions: Medical student year affects perception of resident
teaching. This may be due to interest in the rotation or that teaching
needs to be individualized to year of training. Resident preparedness to
teach positively influences student views of teaching skills.
CREOG & APGO Annual Meeting, 2019, Student, Resident, Clerkship Director, Residency Director, Practice-Based Learning & Improvement, GME, UME, Team-Based Learning,