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Though called upon to teach the next generation of medical students, residents and faculty at academic medical institutions are rarely given formal training in education. This lack of training, coupled with lack of time to devote to teaching, are leading obstacles for academic clinicians educating medical students. Methods: Faculty and residents in the Department of Obstetrics and Gynecology at the University of Arkansas for Medical Sciences (UAMS) were asked to complete a 10-item anonymous survey rating items regarding knowledge about teaching, attitudes towards teaching, and the value placed on teaching medical students. Faculty and residents then attended a 2-hour interactive seminar aimed at improving teaching techniques. After the seminar, the attendees were asked to complete the same 10-item survey. Results: Using roles to match pre-test and post-test responses, a paired samples t-test was analyzed. The faculty group showed significant improvement in two of the 10 items, both of which related to self-assessment of teaching skills. The resident group showed statistically significant improvement in eight out of the 10 items – pertaining to teaching knowledge, teaching skills, attitudes towards teaching, and value of teaching. Cohen’s d values showed large to very large effects on 5 of the 8 statistically significant items. Discussion: A brief teaching seminar given to residents and faculty in our department was successful in improving attitudes and knowledge related to teaching medical students.

Teaching Now-Teaching (TNT): self-assessment of OB/Gyn faculty and resident teaching skills pre- and post-intervention