“Student‐as‐Teacher” to “Resident‐as‐Teacher”: Translating Milestones Using Constructivist Approach of Reflection and Debriefing in an Anatomy Program

• DOI: 10.1096/fasebj.2019.33.1_supplement.607.13
• Publication Date: 2021-06-22T00:46:49Z
• Authors: John P Welby; Kristyn McLeod; Wojciech Pawlina; David V Ivanov; Maximilian Staebler; James Lee; Nirusha Lachman
• Keywords: Debriefing; Apprenticeship

Focus on residents' role in teaching and learning has become a topic of increasing interest underscored by the responsibility that physicians training are given as facilitators medical student rotations, supervisors peers patient educators. Studies demonstrate more developed skills predictive increased knowledge base improved clinical skill. As coveted competency, development skill an established milestone residency programs requirement regulatory agencies (ACGME, LCME) institutions provide opportunities for formal Resident‐as‐Teacher (RAT). In keeping with authentic curriculum, Student‐as‐Teacher (SAT) program Department Anatomy, Mayo Clinic offers structured near‐peer opportunity to third year students advancing skills. The selects average 5–6 applicants participate 7‐week Anatomy block first apprenticeship‐based model emphasizes (1) Teamwork, (2) Leadership, (3) Lifelong learning, (4) Communication, (5) Core Knowledge, (6) Teaching Skills/Professional through individualized mentoring, debriefing, reflective diaries. purpose this study is assess effectiveness apprenticeship measuring changes targeted competencies context practice. assistants (TAs) were asked reflect evaluate their pre‐ post‐teaching experience SAT visual analog scale (VAS). All 5 TAs voluntarily responded survey. De‐identified VAS ratings converted into numerical data from 1 100. Most reported increase perception was area non‐technical development: providing feedback (59.7; P = 0.0009); understanding expectations required education (39.7; 0.002); teamwork (33.1; 0.025). Additionally, appreciated acquisition technical skills: anatomy, embryology radiology (31.4; 007). Thematic analysis responses generated list themes which included “appreciation skills” “skills feedback”. basic science educators extended facilitation future physician early education. While improvement anatomical obvious benefit students, reinforced experience. role, supported art “learning doing” provides senior ability turn intangible tangible. This abstract Experimental Biology 2019 Meeting. There no full text article associated published FASEB Journal .