|LETTER TO THE EDITOR
|Year : 2021 | Volume
| Issue : 2 | Page : 88-89
Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers
Charles Preston Pugh, Rebecca Latch
Department of Pediatrics, University of Arkansas for Medical Sciences; Department of Pediatrics, Arkansas Children's Hospital, Little Rock, Arkansas
|Date of Submission||23-Feb-2020|
|Date of Decision||16-Sep-2020|
|Date of Acceptance||29-Mar-2021|
|Date of Web Publication||21-Dec-2021|
Charles Preston Pugh
Department of Pediatrics, University of Arkansas for Medical Sciences, 4301 W. Markham Street, Little Rock 72205
Source of Support: None, Conflict of Interest: None
|How to cite this article:|
Pugh CP, Latch R. Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers. Educ Health 2021;34:88-9
|How to cite this URL:|
Pugh CP, Latch R. Does resident teaching improve medical students' national board of medical examiners knowledge and satisfaction with residents as teachers. Educ Health [serial online] 2021 [cited 2022 May 26];34:88-9. Available from: https://www.educationforhealth.net/text.asp?2021/34/2/88/332960
Despite formal training, residents are often tasked with a key role of contributing to the clinical education of medical students. Residents are in a unique position in that they are not professional educators, but they are expected to teach while they themselves continue to learn. It is estimated that residents spend a quarter of their time teaching regardless of their future career, and survey data have demonstrated that students often view residents as some of their most important clinical teachers.,
In evolving medical curriculum, residents have been increasingly involved in teaching medical students. In fact, in the United States alone, as many as 50% of medical programs have implemented resident as teachers' courses to train residents in the methodology of education. Despite growing acknowledgment of the importance of resident teaching, there has been conflicting evidence as to whether residents can have an observable impact on medical students' examination knowledge.,,
At present, at many institutions, students' examination knowledge is measured by the National Board of Medical Examiners (NBMEs). Previous literature has tried to identify correlations between high resident teaching evaluations and medical students' examination scores, but few studies have tried to examine if standardized resident teaching can be implemented to have a measurable impact on students' NBME scores.
We want to share our experience in introducing a resident developed pediatric review and the positive impact on both medical students' NBME pediatric examination scores and medical students' perception of residents as teachers.
A resident pediatric review was developed into lecture format to cover the most common pediatric NBME topics. This was given 1 week before each final clerkship examination to 290 students in 6-week groups from January 2019 to December 2019. The mean percent scores were normalized to obtain a national percentile rank based on the NBME pediatrics academic quartile and academic year norms. Normalized ranks of the 2019 intervention groups were then compared to normalized ranks of a 2018 preintervention group. The mean national percentile ranks were analyzed by the use of t-test. In addition, an end of clerkship questionnaire, Likert type data (1 = strongly disagree and 5 = strongly agree), was used to assess students' perception of resident teaching. A bar plot demonstrates the students' perception of resident teaching before and after receiving the resident teaching [Figure 1].
|Figure 1: Medical students' perception of resident teaching after implementation of structured resident teaching|
Click here to view
When normalized for each quartile, results reflect a positive difference in the postintervention rankings, mean of 47 ± 9.57 compared to the preintervention rankings, mean of 42.8 ± 12.41 (P = 0.037). When normalized for academic year, results reflect a positive difference in postintervention rankings, mean of 45.33 ± 4.41 compared to the preintervention group, mean of 39.17 ± of 8.64 (P = 0.045). In addition, the postclerkship survey identified an improved perception regarding residents as teachers.
We identified an objective increase in both the NBME scores and perception of resident teaching after the implementation of a resident-led review. This supports the notion that resident teaching can positively impact both students' knowledge and how learners view resident teaching.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
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