Resident-teaching of ethics in undergraduate medical education : a grounded theory analysis
Copyright © 2023 Baylor University Medical Center..
Background: In graduate medical education, teaching is a required subcompetency largely fulfilled via clinical teaching, journal clubs, and grand rounds. Evidence shows that when moving to undergraduate teaching, residents often face a steep learning curve. We aimed to assess residents' perspective of the experience of teaching medical students.
Methods: Psychiatry residents taught small group sections of bioethics to first- and second-year medical students in December 2018. We conducted two 1-hour focus group interviews with four residents on their perspectives on the teaching experience.
Results: Resident-teachers described receiving certain benefits from teaching, such as meeting their altruistic desire to give back to the profession. Nonetheless, some participants felt frustrated by students' varying engagement and respect, while also feeling insecure and intimidated. Resident-teachers experienced some of the medical students as disrespectful and limited in their appreciation for diversity and the profession of medicine and perceived the students' disengagement and lessened professionalism.
Conclusion: As residency programs seek to implement initiatives to improve teaching skills of residents, resident experiences should be considered when implementing these initiatives.
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2023 |
|---|---|
| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:36 |
|---|---|
| Enthalten in: |
Proceedings (Baylor University. Medical Center) - 36(2023), 4 vom: 13., Seite 496-500 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Schmidt, Cindy [VerfasserIn] |
|---|
| Links: |
|---|
| Themen: |
Journal Article |
|---|
| Anmerkungen: |
Date Revised 20.06.2023 published: Electronic-eCollection Citation Status PubMed-not-MEDLINE |
|---|
| doi: |
10.1080/08998280.2023.2193499 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
NLM358356423 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLM358356423 | ||
| 003 | DE-627 | ||
| 005 | 20231226074552.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231226s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/08998280.2023.2193499 |2 doi | |
| 028 | 5 | 2 | |a pubmed24n1194.xml |
| 035 | |a (DE-627)NLM358356423 | ||
| 035 | |a (NLM)37334088 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Schmidt, Cindy |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Resident-teaching of ethics in undergraduate medical education |b a grounded theory analysis |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ƒaComputermedien |b c |2 rdamedia | ||
| 338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a Date Revised 20.06.2023 | ||
| 500 | |a published: Electronic-eCollection | ||
| 500 | |a Citation Status PubMed-not-MEDLINE | ||
| 520 | |a Copyright © 2023 Baylor University Medical Center. | ||
| 520 | |a Background: In graduate medical education, teaching is a required subcompetency largely fulfilled via clinical teaching, journal clubs, and grand rounds. Evidence shows that when moving to undergraduate teaching, residents often face a steep learning curve. We aimed to assess residents' perspective of the experience of teaching medical students | ||
| 520 | |a Methods: Psychiatry residents taught small group sections of bioethics to first- and second-year medical students in December 2018. We conducted two 1-hour focus group interviews with four residents on their perspectives on the teaching experience | ||
| 520 | |a Results: Resident-teachers described receiving certain benefits from teaching, such as meeting their altruistic desire to give back to the profession. Nonetheless, some participants felt frustrated by students' varying engagement and respect, while also feeling insecure and intimidated. Resident-teachers experienced some of the medical students as disrespectful and limited in their appreciation for diversity and the profession of medicine and perceived the students' disengagement and lessened professionalism | ||
| 520 | |a Conclusion: As residency programs seek to implement initiatives to improve teaching skills of residents, resident experiences should be considered when implementing these initiatives | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Medical education | |
| 650 | 4 | |a psychiatry residency | |
| 650 | 4 | |a qualitative research | |
| 650 | 4 | |a resident-as-teacher | |
| 700 | 1 | |a Ashraf, Nauman |e verfasserin |4 aut | |
| 700 | 1 | |a Stevens, Kristine A |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Proceedings (Baylor University. Medical Center) |d 2000 |g 36(2023), 4 vom: 13., Seite 496-500 |w (DE-627)NLM158116852 |x 0899-8280 |7 nnns |
| 773 | 1 | 8 | |g volume:36 |g year:2023 |g number:4 |g day:13 |g pages:496-500 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1080/08998280.2023.2193499 |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_NLM | ||
| 951 | |a AR | ||
| 952 | |d 36 |j 2023 |e 4 |b 13 |h 496-500 | ||