Table 3 Self-assessment: change score (pre/post) after second year participation in curriculum by program year
From: Successful implementation of a longitudinal skill-based teaching curriculum for residents
Statement | Program Year | n | (−) Decrease | (0) No change | (+) 1 | (+) 2 | (+) > 2 | Ho: post/pre = 0 p-value | p-value* | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Count | % | Count | % | Count | % | Count | % | Count | % | |||||
Actively listen when student presents information | 2 | 31 | 2 | 6.5 | 11 | 35.5 | 16 | 51.6 | 2 | 6.5 | 0 | 0.0 | 0.0003 | 0.704 |
3 | 16 | 0 | 0.0 | 9 | 56.3 | 5 | 31.3 | 2 | 12.5 | 0 | 0.0 | 0.016 | ||
Ask for feedback on my teaching skills, abilities | 2 | 31 | 1 | 3.2 | 12 | 38.7 | 15 | 48.4 | 2 | 6.5 | 1 | 3.2 | 0.0001 | 0.374 |
3 | 16 | 0 | 0.0 | 5 | 31.3 | 8 | 50.0 | 3 | 18.8 | 0 | 0.0 | 0.001 | ||
Ask questions that encourage learner to think about medical issue | 2 | 31 | 0 | 0.0 | 12 | 38.7 | 16 | 51.6 | 2 | 6.5 | 1 | 3.2 | < 0.0001 | 0.656 |
3 | 16 | 0 | 0.0 | 9 | 56.3 | 3 | 18.8 | 4 | 25.0 | 0 | 0.0 | 0.016 | ||
Choose appropriate methods for learning material | 2 | 31 | 0 | 0.0 | 13 | 41.9 | 16 | 51.6 | 2 | 6.5 | 0 | 0.0 | < 0.0001 | 0.667 |
3 | 16 | 0 | 0.0 | 5 | 31.3 | 11 | 68.8 | 0 | 0.0 | 0 | 0.0 | 0.001 | ||
Clearly communicate information about student performance during rotation | 2 | 31 | 1 | 3.2 | 11 | 35.5 | 14 | 45.2 | 3 | 9.7 | 2 | 6.5 | < 0.0001 | 0.300 |
3 | 16 | 0 | 0.0 | 3 | 18.8 | 10 | 62.5 | 3 | 18.8 | 0 | 0.0 | 0.0002 | ||
Coach through new procedures instead of doing them myself | 2 | 31 | 0 | 0.0 | 14 | 45.2 | 16 | 51.6 | 1 | 3.2 | 0 | 0.0 | < 0.0001 | 0.782 |
3 | 16 | 0 | 0.0 | 9 | 56.3 | 5 | 31.3 | 2 | 12.5 | 0 | 0.0 | 0.016 | ||
Convey expectations for learning, performance, behavior | 2 | 31 | 0 | 0.0 | 5 | 16.1 | 22 | 71.0 | 4 | 12.9 | 0 | 0.0 | < 0.0001 | 0.822 |
3 | 16 | 0 | 0.0 | 2 | 12.5 | 12 | 75.0 | 1 | 6.3 | 1 | 6.3 | 0.0001 | ||
Create positive, supportive learning environment | 2 | 31 | 0 | 0.0 | 18 | 58.1 | 11 | 35.5 | 2 | 6.5 | 0 | 0.0 | 0.0002 | 0.996 |
3 | 16 | 0 | 0.0 | 9 | 56.3 | 6 | 37.5 | 1 | 6.3 | 0 | 0.0 | 0.016 | ||
Demonstrate interest in teaching, allot time for it | 2 | 31 | 0 | 0.0 | 13 | 41.9 | 15 | 48.4 | 3 | 9.7 | 0 | 0.0 | < 0.0001 | 0.917 |
3 | 16 | 0 | 0.0 | 8 | 50.0 | 4 | 25.0 | 4 | 25.0 | 0 | 0.0 | 0.008 | ||
Discuss learner’s goals during the rotation | 2 | 31 | 0 | 0.0 | 13 | 41.9 | 10 | 32.3 | 8 | 25.8 | 0 | 0.0 | < 0.0001 | 0.840 |
3 | 16 | 0 | 0.0 | 4 | 25.0 | 12 | 75.0 | 0 | 0.0 | 0 | 0.0 | 0.0005 | ||
Engage in discussions about medical issues | 2 | 31 | 0 | 0.0 | 9 | 29.0 | 18 | 58.1 | 3 | 9.7 | 1 | 3.2 | < 0.0001 | 0.923 |
3 | 16 | 0 | 0.0 | 4 | 25.0 | 10 | 62.5 | 2 | 12.5 | 0 | 0.0 | 0.0005 | ||
Feel comfortable stating “I am not sure” when I do not know answer | 2 | 31 | 0 | 0.0 | 19 | 61.3 | 10 | 32.3 | 2 | 6.5 | 0 | 0.0 | 0.0005 | 0.780 |
3 | 16 | 0 | 0.0 | 9 | 56.3 | 6 | 37.5 | 1 | 6.3 | 0 | 0.0 | 0.016 | ||
Give frequent, constructive feedback | 2 | 31 | 0 | 0.0 | 9 | 29.0 | 18 | 58.1 | 4 | 12.9 | 0 | 0.0 | < 0.0001 | 0.883 |
3 | 16 | 0 | 0.0 | 6 | 37.5 | 7 | 43.8 | 3 | 18.8 | 0 | 0.0 | 0.002 | ||
Provide opportunity to observe, participate in clinically relevant procedures | 2 | 31 | 0 | 0.0 | 15 | 48.4 | 10 | 32.3 | 6 | 19.4 | 0 | 0.0 | < 0.0001 | 0.301 |
3 | 16 | 0 | 0.0 | 10 | 62.5 | 5 | 31.3 | 1 | 6.3 | 0 | 0.0 | 0.031 | ||
Show support, respect for learners | 2 | 31 | 1 | 3.2 | 23 | 74.2 | 7 | 22.6 | 0 | 0 | 0 | 0 | 0.070 | 0.916 |
3 | 16 | 0 | 0 | 13 | 81.3 | 3 | 18.8 | 0 | 0 | 0 | 0 | 0.250 | ||