Resident-as-Teacher workshop impact on intensive care medicine residents’ perception of their teaching skills

Farfan, Rodolfo (2020) Resident-as-Teacher workshop impact on intensive care medicine residents’ perception of their teaching skills. Ed.D thesis, University of Glasgow.

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This dissertation considers the impact of a teaching workshop concerning twenty-five medical residents’ perceptions of teaching skills, with the objective of analysing how these perceptions influence their professional development, patients’ care, communication skills and patients’ safety management, and inquiring whether during their medical training they have had a previous experience of teaching either with students or other residents. A purposive sampling method was used to select twenty-five residents who were interviewed before and after a sixteen-hour Resident as-Teacher workshop given at Luis Vernaza Hospital in Guayaquil, Ecuador. The workshop was divided in two eight-hour sessions during a weekend. Semi-structured interviews were held in the Department of Education of Hospital Luis Vernaza, five open questions were asked to interviewees, all related to Residents as Teachers’ activities and how their perception on their teaching skills would influence them and their patients in the future. The findings after analysing pre and post-workshop interviews suggested that students benefited from their participation in a Resident-as-Teacher workshop, since, at the end of the study they could more accurately understand and explain the importance of teaching as a learning tool for them and their peers, as well as feel more confident about their ability to transmit knowledge and be able to explain the uses of teaching skills for the improvement of patients’ care, and their professional development. An increase in Residents’ motivation to practice peer-teaching was observed, and also the findings evidenced enhanced student understanding, more advanced autonomy and a proactive behaviour in patients’ safety and communications skills. The research leads to suggestions with regards to implications for practice of teachers and policy makers for the inclusion of teaching skills training in medical school curricula as well as directions for future research.

Item Type: Thesis (Ed.D)
Qualification Level: Doctoral
Keywords: Resident-as-Teacher, medical education, teaching skills, professional development.
Subjects: L Education > L Education (General)
Colleges/Schools: College of Social Sciences > School of Education
Supervisor's Name: Osborne, Dr. Michael
Date of Award: 2020
Depositing User: Dr. Rodolfo Farfan
Unique ID: glathesis:2020-81569
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 07 Aug 2020 15:42
Last Modified: 07 Sep 2022 08:50
Thesis DOI: 10.5525/gla.thesis.81569

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