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Residents as Teachers: Residents' Perceptions Before and After Receiving Instruction in Clinical Teaching
The Journal Of The American Osteopathic Association
  • Julie K Wachtel, DO, MPH
  • Marna R Greenberg, DO, MPH, FACEP, Lehigh Valley Health Network
  • Amy B Smith, PhD, University of South Florida College of Department of Medicine, Lehigh Valley Health Network
  • Kevin Weaver, DO, Lehigh Valley Health Network
  • Bryan G Kane, MD, Lehigh Valley Health Network
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CONTEXT: Residents play an integral role in educating junior residents, medical students, and patients. OBJECTIVE: To determine how residents describe their training, proficiency, and comfort level in teaching before and after receiving instruction in clinical teaching. METHODS: Emergency medicine residents at a 980-bed suburban hospital system filled out a 12-question survey on their training as teachers and their self-perceptions of themselves as teachers. The residents then participated in a 2-hour education session on adult learning principles, methods of clinical teaching, and how to give effective feedback. After the session, participants completed a second, 11-question survey on the effectiveness of the session. RESULTS: Thirty-seven residents completed the presession survey and 33
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Wachtel, J., Greenberg, M., Smith, A., Weaver, K., & Kane, B. (2013). Residents as teachers: residents' perceptions before and after receiving instruction in clinical teaching. The Journal Of The American Osteopathic Association, 113(1), 23-33.