dc.contributor.advisor |
Barrow, M |
en |
dc.contributor.advisor |
Hattie, J |
en |
dc.contributor.author |
Hill, Andrew |
en |
dc.date.accessioned |
2011-08-04T20:28:27Z |
en |
dc.date.issued |
2011 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/7168 |
en |
dc.description.abstract |
Aim: This thesis describes the development and evaluation of a workshop aimed at teaching surgical residents how to teach medical students. There have been no studies that have systematically evaluated the effect of a Resident teaching (RaT) intervention on the achievement of learning outcomes of medical students and the learning environment. Methods: A systematic review of the literature on RaT programs was conducted to inform the design of the RaT intervention. The validity of the interpretation and the reliability of the objective assessment utilised to assess the effect of the intervention on achievement of student learning outcomes and the utility of a measure of the learning environment were demonstrated. The evaluation was conducted using the principles of Kirkpatrick. The effects of the intervention on Resident attitudes towards teaching, on Resident teaching behaviour and on student achievement of learning outcomes and student perception of the learning environment were evaluated. Findings: While the overseas experience of these programmes have been claimed to be uniformly positive, the review concluded that lack of appropriate evaluations limited the quality of the literature and that very few useful conclusions could be drawn to guide the design and development of a course. Furthermore, despite the importance of residents as teachers in Australasian hospitals, no RaT programs were identified in Australasia. The RaT workshop was well received and changed the attitudes of Residents who attended, altering their disposition to teaching in a positive way. The workshop also improved resident teaching behaviour and was associated with an improvement in enjoyment by medical students of their surgical rotation. The workshop was not associated with improvement of student achievement of learning outcomes. Conclusions: Residents are useful allies in teaching the increasing numbers of clinical medical students that will be descending on New Zealand teaching hospitals in the future. Their abilities to teach appear to be able to be improved by a RaT workshop. The effects of a RaT workshop extend beyond residents to an improved student learning experience on a clinical rotation in general surgery. |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
en |
dc.title |
The Effect of Teaching Residents “How to Teach” on the Learning Experience for Clinical Medical Students |
en |
dc.type |
Thesis |
en |
thesis.degree.grantor |
University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.elements-id |
216937 |
en |
pubs.org-id |
Medical and Health Sciences |
en |
pubs.org-id |
School of Medicine |
en |
pubs.org-id |
South Auckland clinical school |
en |
pubs.record-created-at-source-date |
2011-08-05 |
en |
dc.identifier.wikidata |
Q111963433 |
|