Abstract Manager

Dedicated Poster

P4 - 07

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

Limited literature exists regarding residents' perceived needs and how they inform resident-as-teacher programs. Using group interviews this phenomenologically informed study explored how a psychiatry departments' residents' experiences prepare them for their role as teacher. Residents desire increased observation of resident teaching skills, improved feedback on their teaching skills, protected time for teaching, and support across the department for the teacher role.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Poster

Education Research

Other

Preparing to teach: Psychiatry residents' journey to their role as teacher.

Preparing residents for their role as teacher is essential to learner and patient education, meeting accreditation standards, supporting development of residents' teacher identity, improving job satisfaction and attitudes toward teaching, enriching patient care, and increasing the chances students will learn residents' professional behaviour and values. Limited literature exists regarding residents' perceived needs and how they inform resident-as-teacher programs. This study explored how a psychiatry departments' residents' experiences prepares them for their role as teacher.

In this phenomenologically informed study, psychiatry residents (grouped by postgraduate year) and education directors participated in separate semi-structured group interviews (one interview per group). Data were analyzed using Interpretative Phenomenological Analysis (IPA) to identify themes, then interpreted by the researchers to portray the residents' lived experiences.

Ten residents and three education directors participated. Participants value the resident-as-teacher program deeming it prepares residents for their teaching role. Five themes capture the findings: residents' sense of self, conceptions of teaching, perceived student types, conceptions of feedback and impact of the learning environment. Despite valuing the program, participants suggested various improvements: increased observation of residents teaching, improved feedback on teaching skills, protected time for training and teaching opportunities and support across the department for the teacher role.

This study highlights the importance of fostering residents' educational skills to develop their teacher identity and prepare them for their teaching role. It provides insight on residents' perceived needs and how they can inform resident-as-teacher programs. Numerous recommendations are suggested for curricular improvements.

Resident-as-teacher

Perceived needs

Phenomenology

Post Graduate

Teaching and learning

Postgraduate

Yes

Yes

Yes

Yes

Yes