TY - JOUR
T1 - Evaluating chief resident readiness for the teaching assistant role
T2 - The Teaching Evaluation assessment of the chief resident (TEACh-R) instrument
AU - Caldwell, Katharine E.
AU - Hess, Annie
AU - Kramer, Jessica
AU - Wise, Paul E.
AU - Awad, Michael M.
AU - Klingensmith, Mary E.
N1 - Funding Information:
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Salary support for KEC was provided by the Washington University Surgical Oncology Training Grant (T32CA009621). MEK would like to disclose that she is a part time employee of the American Board of Surgery. All other authors report no relevant disclosures or conflicts.
Funding Information:
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Salary support for KEC was provided by the Washington University Surgical Oncology Training Grant ( T32CA009621 ). MEK would like to disclose that she is a part time employee of the American Board of Surgery. All other authors report no relevant disclosures or conflicts.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/12
Y1 - 2021/12
N2 - Background: The American Board of Surgery has mandated chief residents complete 25 cases in the teaching assistant (TA) role. We developed a structured instrument, the Teaching Evaluation and Assessment of the Chief Resident (TEACh-R), to determine readiness and provide feedback for residents in this role. Methods: Senior (PGY3-5) residents were scored on technical and teaching performance by faculty observers using the TEACh-R instrument in the simulation lab. Residents were provided with their TEACh-R scores and surveyed on their experience. Results: Scores in technical (p < 0.01) and teaching (p < 0.01) domains increased with PGY. Higher technical, but not teaching, scores correlated with attending-rated readiness for operative independence (p 0.02). Autonomy mismatch was inversely correlated with teaching competence (p < 0.01). Residents reported satisfaction with TEACh-R feedback and desire for use of this instrument in operating room settings. Conclusion: Our TEACh-R instrument is an effective way to assess technical and teaching performance in the TA role.
AB - Background: The American Board of Surgery has mandated chief residents complete 25 cases in the teaching assistant (TA) role. We developed a structured instrument, the Teaching Evaluation and Assessment of the Chief Resident (TEACh-R), to determine readiness and provide feedback for residents in this role. Methods: Senior (PGY3-5) residents were scored on technical and teaching performance by faculty observers using the TEACh-R instrument in the simulation lab. Residents were provided with their TEACh-R scores and surveyed on their experience. Results: Scores in technical (p < 0.01) and teaching (p < 0.01) domains increased with PGY. Higher technical, but not teaching, scores correlated with attending-rated readiness for operative independence (p 0.02). Autonomy mismatch was inversely correlated with teaching competence (p < 0.01). Residents reported satisfaction with TEACh-R feedback and desire for use of this instrument in operating room settings. Conclusion: Our TEACh-R instrument is an effective way to assess technical and teaching performance in the TA role.
KW - Autonomy
KW - Competency-based assessment
KW - Operative evaluation
KW - Surgical education
UR - http://www.scopus.com/inward/record.url?scp=85116040240&partnerID=8YFLogxK
U2 - 10.1016/j.amjsurg.2021.09.026
DO - 10.1016/j.amjsurg.2021.09.026
M3 - Article
C2 - 34600735
AN - SCOPUS:85116040240
SN - 0002-9610
VL - 222
SP - 1112
EP - 1119
JO - American journal of surgery
JF - American journal of surgery
IS - 6
ER -