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Self-Assessment of Teaching Skills Among Psychiatric Residents

机译:精神居民教学技能的自我评估

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Objective Psychiatry residency programs have increasingly emphasized the role of resident-as-teacher; however, little is known about resident self-perceptions of teaching skills. This study reports on psychiatry residents’ self-perceived skills in teaching medical students and compares cohort ratings with anonymous medical student evaluations of residents as teachers at our large academic residency program. Methods In May–June 2016, 84 residents in our program were surveyed using an anonymous, web-based survey, and this data was then compared to 3 years of aggregate data from anonymous student evaluations of resident teaching at our institution. Results Forty-seven (47) residents responded to the survey (56% response rate). Residents reported self-perceived deficits in several specific teaching competencies. Medical students consistently rated residents higher with respect to teaching skills than residents rated themselves, and these data were highly statistically significant. Conclusion This study underscores the benefits of resident self-assessment in comparison to medical student evaluations of residents as teachers and this information can be used to inform training programs’ resident-as-teacher curricula.
机译:客观精神病学居住计划越来越强调了居民代理的角色;然而,对教学技能的居民自我看法很少见。本研究报告了精神病学居民在教学学生中的自我感知技能,并将群组评级与姓氏居民的姓氏作为大学学术居住计划的教师进行比较。方法在2016年5月至6月,我们计划中的84名居民使用匿名的网络调查进行了调查,然后将该数据与来自我们机构居民教学的匿名学生评估的3年的总数据进行比较。结果四十七(47)居民响应了调查(56%的响应率)。居民报告了几个具体教学能力中的自我意识到的赤字。医学生在教学技能方面的额定居民持续高于居民自身,这些数据具有高度统计学意义。结论本研究强调了居民自我评估的益处与居民作为教师的医学学生评估,这些信息可用于通知培训计划的驻地课程。

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