Bridging the Gap Between "Do One" and "Teach One": Impact of a Procedural Objective Structured Teaching Encounter on Resident Procedural Teaching Proficiency.

ABSTRACT:

Problem

Minimal formal training exists in teaching invasive bedside procedures during Internal Medicine (IM) residency despite the large role trainees have in instructing junior colleagues.

Objective and methods

We investigated if using a Procedural Objective Structured Teaching Encounter (PrOSTE) to disseminate a novel method for teaching procedures would improve supervising residents' (n = 7) ability to teach ultrasound-guided peripheral IV's (USGIV) to incoming interns (n = 67) at a single, large academic IM residency. Supervising residents were assigned to receive the PrOSTE training versus standard procedure training, and then, both groups instructed incoming interns. The impact of the PrOSTE was measured by participant surveys, observed changes in teacher

SUBMITTER: Jhaveri VV 

PROVIDER: S-EPMC8368528 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature