Evidence map›Paper›PMID 37546196›Full record

ArticleMedical science educator2023

An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical Learning Environment.

Komal Kochhar, Stephen J Cico, Nash P Whitaker, Katie E Pettit, James J Brokaw, Zeina M Nabhan

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Komal KochharDepartment of Family Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
Stephen J CicoDepartment of Emergency Medicine, UCF-HCA Florida Healthcare GME Consortium, Orlando, FL 32827 USA.
Nash P WhitakerDepartment of Emergency Medicine, UnityPoint Health, Des Moines, IA 50309 USA.
Katie E PettitDepartment of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
James J BrokawDepartment of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
Zeina M NabhanDepartment of Pediatrics, Indiana University School of Medicine, Indianapolis, IN 46202 USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents' self-confidence as educators.

Indexed as

Asynchronous instructionClinical teachingProgram evaluationResident-as-Teacher

Identifiers

PMID37546196
PMCPMC10403463

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.