Direct observation as a tool for needs assessment of resident teaching skills in the ambulatory setting.
OBJECTIVE
This study was undertaken to develop and test a tool for direct observation of resident clinical teaching skills as a needs assessment before designing programs to improve teaching.


METHODS
An 18-item checklist for a needs assessment of teaching skills was developed. Residents were observed teaching medical students while providing care in outpatient clinics. Teaching skills were documented by using the checklist, with each item assessed for performance only. Observations were compared across levels of resident education.


RESULTS
Fifty-four encounters were observed and scored. There was no difference in frequency of skill performance with advancing level of training. Items relating to orientation and feedback were observed less frequently than other skills.


CONCLUSIONS
The combination of the needs assessment tool and direct observations was used to evaluate teaching skill deficiencies. This study confirmed the findings of the AAMC Medical Student Graduation Questionnaire (MSGQ) of the nationwide need to improve specific resident teaching skills.
Katz
Nadine T
NT
Department of Obstetrics and Gynecology and Women's Health, Albert Einstein College of Medicine, Bronx, NY 10461, USA. nkatz@aecom.yu.edu
McCarty-Gillespie
Linda
L
Magrane
Diane M
DM
D000553:Ambulatory Care; D002983:Clinical Competence; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006176:Gynecology / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D008297:Male; D020380:Needs Assessment; D019370:Observation; D009774:Obstetrics / Q000193:education*; D013337:Students, Medical; D013663:Teaching