A qualitative study of the perceived value of participation in a new Department of Surgery Research Residents as teachers program

Am J Surg. 2020 Jul 1;S0002-9610(20)30410-4. doi: 10.1016/j.amjsurg.2020.06.056. Online ahead of print.

Abstract

Objective: This study aims to understand the perspectives of surgical residents who completed a Research Residents as Teachers Program (RRATP).

Methods: Our RRATP included a 6 h workshop followed by formal teaching opportunities across one academic year. Resident teachers participated in semi-structured interviews, which were inductively analyzed for prominent themes.

Results: Eight surgical research residents completed the RRATP workshop and taught 330 h (median = 26 h, range: 8-105). Interview participation rate was 100%; kappa was 0.81. Residents reported four themes: 1) increased knowledge of teaching principles with subsequent teaching changes, specific factors that contributed to their development as a teacher, numerous personal benefits to participation, and broad positive consequences for the surgical department including improved culture and patient care.

Conclusion: A RRATP can generate a significant number of formal teaching hours by surgical research residents, who perceive a high value of formal education training to themselves and their surgical residency program.

Keywords: Graduate medical education; Residents as teachers; Surgical education; Teaching; Undergraduate medical education.