Jewett et al.2020. Jewett LS, Greenberg LW, Goldberg RM. Teaching residents how to teach: a one-year study. J Med Educ. 1982;57(5):361-6. PMID: 7069756.
|
1982 |
RCT |
55 residents |
Pediatrics |
To compare residents who received clinical teaching instruction with those who did not. |
The intervention group was significantly more confident as teachers and received more positive feedback on their teaching. |
Sheets et al.1919. Sheets KJ, Hankin FM, Schwenk TL. Preparing surgery house officers for their teaching role. Am J Surg. 1991;161(4):443-9. PMID: 2035763.
|
1991 |
RL |
NA |
Surgery |
To describe evidence that supported the importance of training surgery residents in teaching skills. |
Residency program directors and faculty members within surgery needed to acknowledge that teaching was an important component of residents’ daily agenda. |
Bordley et al.2222. Bordley DR, Litzelman DK. Preparing residents to become more effective teachers: a priority for internal medicine. Am J Med. 2000;109(8):693-6. PMID: 11099693.
|
2000 |
NR |
NA |
Internal medicine |
To describe the importance of teaching skills for residents and discuss the costs involved in these activities at different institutions. |
The authors strongly supported investment in training residents as teachers. |
Morrison et al.1313. Morrison EH, Hafler JP. Yesterday a learner, today a teacher too: residents as teachers in 2000. Pediatrics. 2000;105(1 Pt 3):238-41. PMID: 10617729.
|
2000 |
NR |
NA |
NA |
To describe the number of RaT programs in the US and demonstrate evidence for their implementation and evaluation. |
Research was needed to identify the most appropriate design for RaT programs and how they affected educational outcomes. |
Furney et al.3030. Furney SL, Orsini AN, Orsetti KE, et al. Teaching the one-minute preceptor. A randomized controlled trial. J Gen Intern Med. 2001;16(9):620-4. PMID: 11556943.
|
2001 |
RCT |
57 second- and third-year residents |
Internal medicine |
To compare residents who received a one-hour intervention based on the One-Minute Preceptor, with a control group. |
Intervention group residents reported statistically significant changes in all behaviors after the One-Minute Preceptor. |
Morrison et al.3737. Morrison EH, Hollingshead J, Hubbell FA, et al. Reach out and teach someone: generalist residents' needs for teaching skills development. Fam Med. 2002;34(6):445-50. PMID: 12164622.
|
2002 |
QS |
100 medicine students, residents and faculty members |
Internal medicine Pediatrics Family medicine |
To describe the learning needs of residents for becoming more effective teachers, using 11 focus groups and 4 semi-structured interviews. |
Residents filled important roles as practical clinical teachers and role models for junior learners. |
Wamsley et al.2626. Wamsley MA, Julian KA, Wipf JE. A literature review of "resident-as-teacher" curricula: do teaching courses make a difference? J Gen Intern Med. 2004;19(5 Pt 2):574-81. PMID: 15109328; doi: 10.1111/j.1525-1497.2004.30116.x. https://doi.org/10.1111/j.1525-1497.2004...
|
2004 |
RL |
14 articles on RaT programs |
Multiple |
To examine the evaluation methods for resident teaching courses and estimate the effectiveness of those teaching courses. |
Resident teaching courses improved resident self-assessed teaching behaviors and teaching confidence. Further studies were needed to elucidate the best format, length, timing and content of these courses and to determine whether they influenced learner performance. |
Morrison et al.2323. Morrison EH, Shapiro JF, Harthill M. Resident doctors' understanding of their roles as clinical teachers. Med Educ. 2005;39(2):137-44. PMID: 15679680; doi: 10.1111/j.1365-2929.2004.02063.x. https://doi.org/10.1111/j.1365-2929.2004...
|
2005 |
QS |
21 third-year residents |
Internal medicine Family medicine Pediatrics |
To compare residents who received a 13-hour training in teaching skills in the previous year, with those who did not, through semi-structured interviews. |
Intervention group residents expressed more enthusiasm for teaching, learner-centered learning and self-knowledge about teaching. Control group residents seemed easily frustrated by time constraints and often expressed cynicism and guilt toward learners. |
Dewey et al.3333. Dewey CM, Coverdale JH, Ismail NJ, et al. Residents-as-teachers programs in psychiatry: a systematic review. Can J Psychiatry. 2008;53(2):77-84. PMID: 18357925; doi: 10.1177/070674370805300202. https://doi.org/10.1177/0706743708053002...
|
2008 |
SR |
13 articles on RaT programs |
Multiple |
To identify all randomized control trials (RCTs) on residents’ teaching skills programs in psychiatry. |
Only one trial incorporating psychiatry residents was found to exist. |
Busari et al.2121. Busari JO, Prince KJ, Scherpbier AJ, et al. How residents perceive their teaching role in the clinical setting: a qualitative study. Med Teach. 2002;24(1):57-61. PMID: 12098459; doi: 10.1080/00034980120103496. https://doi.org/10.1080/0003498012010349...
|
2009 |
QS |
18 residents |
Pediatrics Obstetrics and gynecology |
To extract recommendations from interviews, regarding how a training program for residents could be created. |
Enthusiasm and enjoying teaching were good attributes of successful teachers. Reasons for poor teaching were lack of time and absence of support from attending staff. |
Post et al.2727. Post RE, Quattlebaum RG, Benich JJ 3rd. Residents-as-teachers curricula: a critical review. Acad Med. 2009;84(3):374-80. PMID: 19240450; doi: 10.1097/ACM.0b013e3181971ffe. https://doi.org/10.1097/ACM.0b013e318197...
|
2009 |
SR |
24 articles on RaT programs |
Multiple |
To provide an updated systematic review of the literature on RaT program curricula and determine the most evidence-based curriculum and evaluation strategy. |
Research on RaT program curricula was limited by both the number of studies and their methodology. The results demonstrated that these curricula can significantly improve residents’ teaching skills. |
Karani et al.1818. Karani R, Fromme HB, Cayea D, et al. How medical students learn from residents in the workplace: a qualitative study. Acad Med. 2014;89(3):490-6. PMID: 24448043; doi: 10.1097/ACM.0000000000000141. https://doi.org/10.1097/ACM.000000000000...
|
2014 |
QS |
37 third-year medical students |
NA |
To describe what students learned from residents and teaching strategies used by excellent resident teachers. |
In this study, role modeling was the most frequently classified teaching model. Residents’ teaching was critically important for undergraduate students. |
Owolabi et al.3838. Owolabi MO, Afolabi AO, Omigbodun AO. Performance of residents serving as clinical teachers: a student-based assessment. J Grad Med Educ. 2014;6(1):123-6. PMID: 24701322; doi: 10.4300/JGME-D-13-00130.1. https://doi.org/10.4300/JGME-D-13-00130....
|
2014 |
QS |
20 residents |
Internal medicine |
To evaluate the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary-level teaching institution in Africa. |
Residents’ clinical teaching skills were suboptimal, particularly regarding their ability to promote understanding and retention. |
Dannaway et al.2828. Dannaway J, Ng H, Schoo A. Literature review of teaching skills programs for junior medical officers. Int J Med Educ. 2016;7:25-31. PMID: 26826798; doi: 10.5116/ijme.5685.14da. https://doi.org/10.5116/ijme.5685.14da...
|
2016 |
RL |
12 articles on RaT programs |
Multiple |
To assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers. |
The review of the literature demonstrated many positive effects from teaching skills programs, thus supporting their use. Substantial threats of bias were present in most studies. |
Ramani et al.1717. 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(7):642-55. PMID: 27071739; doi: 10.3109/0142159X.2016.1147540. https://doi.org/10.3109/0142159X.2016.11...
|
2016 |
FG |
NA |
Multiple |
To guide medical educators involved in the implementation of RaT programs. |
The authors highlighted the importance of congruence between formal and hidden curricula and encouraged evidence-based approaches within education. |
Al Achkar et al.1616. Al Achkar M, Hanauer M, Morrison EH, Davies MK, Oh RC. Changing trends in residents-as-teachers across graduate medical education. Adv Med Educ Pract. 2017;8:299-306. PMID: 28496376; doi: 10.2147/AMEP.S127007. https://doi.org/10.2147/AMEP.S127007...
|
2017 |
QQS |
221 residency program directors |
Multiple |
To compare the number of RAT programs with data from a previous study in 2000 and ask for feedback about the importance of these activities. |
Over 80% of the residency programs surveyed had implemented RaT programs. Program directors had realized that there was a clear need for formative training experiences for residents. |
Chokshi et al.3232. Chokshi BD, Schumacher HK, Reese K, et al. A "Resident-as-Teacher" Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective? Acad Med. 2017;92(4):511-4. PMID: 28030417; doi: 10.1097/ACM.0000000000001534. https://doi.org/10.1097/ACM.000000000000...
|
2017 |
IR |
29 second-year residents |
Pediatrics |
The authors developed and evaluated an intensive one-day RaT program curriculum using a flipped classroom approach. |
Residents demonstrated statistically significant improvements in performance between pre- and postworkshop evaluations through objective structural teaching evaluations and attitudinal and self-efficacy questionnaires. |