Psychiatric residents' self-assessment of teaching knowledge and skills following a brief "psychiatric residents-as-teachers" course: a pilot study.
OBJECTIVE
Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents' self-assessment of their knowledge of the medical student curriculum and core teaching skills.


METHODS
Residents completed pre- and postcourse self-assessments of their knowledge, skills, attitudes, and values about teaching. Descriptive statistics were obtained on pre- and postcourse data and were analyzed using t tests assuming unequal variance.


RESULTS
Following course participation, there was statistically significant improvement in residents' self-assessment of their knowledge of the medical student curriculum (p ≤ 0.001), their self-assessment regarding perception of peers' view of their teaching ability (p ≤ 0.02), and their perceived knowledge of various teaching methods (p ≤ 0.02).


CONCLUSIONS
Our findings suggest that a brief workshop may enhance psychiatric residents' self-assessment of teaching knowledge and skills.
Oregon Health and Science University, Department of Psychiatry, OHSU School of Medicine, 3181 SW Sam Jackson Park Rd., Portland, OR 97239, USA. gradywel@ohsu.edu
Tana A
TA
Grady-Weliky
Linda H
LH
Chaudron
Sue K
SK
Digiovanni
D004503:Education, Medical, Graduate / Q000458:organization & administration; D006801:Humans; D007396:Internship and Residency / Q000592:standards; D010865:Pilot Projects; D011361:Professional Competence / Q000592:standards*; D011570:Psychiatry / Q000193:education* / Q000379:methods; D020377:Self Efficacy; D013192:Staff Development / Q000379:methods; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards; D000078329:Workforce