Residents-as-teachers programs in psychiatry

A systematic review

Charlene M. Dewey, John H. Coverdale, Nadia J. Ismail, John W. Culberson, Britta M. Thompson, Cynthia S. Patton, Joan A. Friedland

Research output: Contribution to journalReview article

22 Citations (Scopus)

Abstract

Objectives: Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. Methods: The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Results: Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Conclusions: Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

Original languageEnglish (US)
Pages (from-to)77-84
Number of pages8
JournalCanadian Journal of Psychiatry
Volume53
Issue number2
DOIs
StatePublished - Jan 1 2008

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Psychiatry
Teaching
Medical Students
Aptitude
Social Sciences
Internship and Residency
Internal Medicine
Medical Education
Research
PubMed
Language
Randomized Controlled Trials
Outcome Assessment (Health Care)
Databases

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health

Cite this

Dewey, C. M., Coverdale, J. H., Ismail, N. J., Culberson, J. W., Thompson, B. M., Patton, C. S., & Friedland, J. A. (2008). Residents-as-teachers programs in psychiatry: A systematic review. Canadian Journal of Psychiatry, 53(2), 77-84. https://doi.org/10.1177/070674370805300202
Dewey, Charlene M. ; Coverdale, John H. ; Ismail, Nadia J. ; Culberson, John W. ; Thompson, Britta M. ; Patton, Cynthia S. ; Friedland, Joan A. / Residents-as-teachers programs in psychiatry : A systematic review. In: Canadian Journal of Psychiatry. 2008 ; Vol. 53, No. 2. pp. 77-84.
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Dewey, CM, Coverdale, JH, Ismail, NJ, Culberson, JW, Thompson, BM, Patton, CS & Friedland, JA 2008, 'Residents-as-teachers programs in psychiatry: A systematic review', Canadian Journal of Psychiatry, vol. 53, no. 2, pp. 77-84. https://doi.org/10.1177/070674370805300202

Residents-as-teachers programs in psychiatry : A systematic review. / Dewey, Charlene M.; Coverdale, John H.; Ismail, Nadia J.; Culberson, John W.; Thompson, Britta M.; Patton, Cynthia S.; Friedland, Joan A.

In: Canadian Journal of Psychiatry, Vol. 53, No. 2, 01.01.2008, p. 77-84.

Research output: Contribution to journalReview article

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T2 - A systematic review

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AU - Coverdale, John H.

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N2 - Objectives: Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. Methods: The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Results: Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Conclusions: Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

AB - Objectives: Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. Methods: The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Results: Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Conclusions: Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

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