title: Teaching Residents to Teach: The Impact of a Multi-Disciplinary Longitudinal Curriculum to Improve Teaching Skills.
abstract: BACKGROUND
  Residents have primary responsibility for teaching medical students, yet many receive no formal teaching instruction. This study evaluated the impact of a longitudinal multidisciplinary teaching curriculum on resident participants' self-perceived teaching skills.
  
  
  METHODS
  Residents received instruction on teaching and leadership skills during a four-month longitudinal teaching course. Participants completed a validated pre-post self-assessment inventory for teaching and a teaching self-efficacy survey.
  
  
  RESULTS
  Participants' self-rated teaching skills significantly increased in all categories of the self-assessment inventory for teaching. Self-efficacy survey results revealed statistically significant increased participant confidence in all teaching skills. Residents were very satisfied with course content.
  
  
  CONCLUSIONS
  Residents are eager to improve their teaching skills and benefit from a multidisciplinary learning group. A successful teaching curriculum increases resident interest in teaching and impacts self-efficacy and self-assessed teaching skills.
authors.affiliation: a Department of Internal Medicine.
authors.forename: Katherine A
authors.initials: KA
authors.lastname: Julian
authors.affiliation: b Department of Family and Community Medicine University of California , San Francisco San Francisco , California.
authors.forename: Patricia S
authors.initials: PS
authors.lastname: O'Sullivan
authors.affiliation: a Department of Internal Medicine.
authors.forename: Margo H
authors.initials: MH
authors.lastname: Vener
authors.affiliation: a Department of Internal Medicine.
authors.forename: Maria A
authors.initials: MA
authors.lastname: Wamsley
keywords: Internship and residency; curriculum; teaching; teaching curriculum.