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Evaluating a novel resident role‐modelling programme
Author(s) -
Sternszus Robert,
Steinert Yvonne,
Bhanji Farhan,
Andonian Sero,
Snell Linda S
Publication year - 2018
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.12669
Subject(s) - psychology , computer science , medical education , medicine
Summary Background Role modelling is a fundamental method by which students learn from residents. To our knowledge, however, resident‐as‐teacher curricula have not explicitly addressed resident role modelling. The purpose of this project was to design, implement and evaluate an innovative programme to teach residents about role modelling. Methods The authors designed a resident role‐modelling programme and incorporated it into the 2015 and 2016 McGill University resident‐as‐teacher curriculum. Influenced by experiential and social learning theories, the programme incorporated flipped‐classroom and simulation approaches to teach residents to be aware and deliberate role models. Outcomes were assessed through a pre‐ and immediate post‐programme questionnaire evaluating reaction and learning, a delayed post‐programme questionnaire evaluating learning, and a retrospective pre–post questionnaire (1 month following the programme) evaluating self‐reported behaviour changes. Results Thirty‐three of 38 (87%) residents who participated in the programme completed the evaluation, with 25 residents (66%) completing all questionnaires. Participants rated the programme highly on a five‐point Likert scale (where 1 = not helpful and 5 = very helpful; mean score, M = 4.57; standard deviation, SD = 0.50), and showed significant improvement in their perceptions of their importance as role models and their knowledge of deliberate role modelling. Residents also reported an increased use of deliberate role‐modelling strategies 1 month after completing the programme. Resident‐as‐teacher curricula have not explicitly addressed resident role modellingDiscussion The incorporation of resident role modelling into our resident‐as‐teacher curriculum positively influenced the participants’ perceptions of their role‐modelling abilities. This programme responds to a gap in resident training and has the potential to guide further programme development in this important and often overlooked area.