Publication Date
1-1-2024
Journal
MedEdPORTAL
DOI
10.15766/mep_2374-8265.11404
PMID
38957529
PMCID
PMC11219125
PubMedCentral® Posted Date
7-25-2024
PubMedCentral® Full Text Version
Post-print
Published Open-Access
yes
Keywords
Humans, Students, Medical, Teaching, Curriculum, Internship and Residency, Education, Medical, Undergraduate, Educational Measurement, Education, Clinical Competence, Chalk Talk, Internship Preparation, Capstone Course, Transition Course, Medical Student as Teacher, Flipped Classroom, Residency Preparation, Virtual Learning
Abstract
INTRODUCTION: There is increasing recognition that incoming interns benefit from formal training in teaching skills during UME. Many medical schools have capstone courses well suited for teacher-training content. Mini chalk talks (MCTs) are a common clinical teaching modality requiring a variety of teaching skills. We developed a session for our institution's capstone course in which students prepared and delivered MCTs.
METHODS: The voluntary flipped classroom session was offered virtually in 2021 and in person in 2022. Before the session, students reviewed materials on creating effective MCTs and developed and practiced their own MCT. During the 90-minute session, students presented their MCT to a group of students in the same or similar future specialties and received feedback from their peers and a facilitator.
RESULTS: Twenty-six percent of graduating students (95 of 370) in 16 specialties participated. Students had a statistically significant increase in confidence delivering effective MCTs (p < .01). On a 5-point Likert scale (1 = did not learn, 5 = a great amount), students’ mean ratings of clinical knowledge and teaching skills gained from the session were 4.4 and 4.5, respectively. Qualitative feedback highlighted the benefits of receiving feedback on teaching (31 of 77 respondents, 40%), practicing teaching skills (21 of 77, 27%), and experiencing other students’ MCTs (13 of 77, 17%).
DISCUSSION: Our MCT session provides a versatile, resource-efficient method of supporting students in transitioning to the role of resident educators. It also offers them an opportunity to receive valuable feedback on their teaching in a low-stakes environment.
Comments
Associated Data