“Student‐as‐Teacher” to “Resident‐as‐Teacher”: Translating Milestones Using Constructivist Approach of Reflection and Debriefing in an Anatomy Program
Authors: Welby John P , McLeod Kristyn , Pawlina Wojciech , Ivanov David V , Staebler Maximilian , Lee James , Lachman Nirusha 
Published: June 2021

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