THE RESIDENT AS EDUCATOR: MEDICAL STUDENTS’ PERCEPTION OF A ONE-WEEK ONLINE PATHOLOGY ROTATION TAUGHT BY RESIDENTS
DOI:
https://doi.org/10.17501/24246700.2021.7135Keywords:
higher education, educational innovation, teaching, medical education, residents, educator's role, pathologyAbstract
COVID-19 pandemic forced many changes, including how clinical rotations take place. Reducing face-to-face contact transformed a considerable amount of the activities to distance settings. The residents on the pathology program have a crucial role in the undergraduate medical students’ learning process. To recreate the regular face-to-face contact where members of this learning community would interact, an online one-week rotation on oncologic pathology was designed. The purpose of this study was to explore the perception of undergraduate students of the role of residents as educators on the pathology rotation taught by residents. A quantitative approach considered a cross-sectional and descriptive design to study the phenomenon. The sample consisted of 55 6th-year medical students from a private school in Mexico where the online rotation was taught by residents from July to December 2020. The instrument consisted of a 27-item survey distributed online. Although participants stated they were satisfied with the teaching competence of the residents (mean 4.54), there seems to be a disagreement that the practical part of the sessions, where microscopy techniques are used, should be taught by them (mean 3.84). Students highlighted that they felt more comfortable and relaxed, as well as more confident in asking questions with residents than they did with medical specialists. The resident-student interaction is an enriching learning opportunity for both. Near peer contact found in the residents’ role as educators still needs to be formalized in the curriculum but an initial adaptation done during the pandemic might show its contribution.
Downloads
References
Allen, T. C. (2013). In Reply. Archives of Pathology & Laboratory Medicine, 137(10), 1325–1325. https://doi.org/10.5858/arpa.2013-0321-LE
Braun, M. W., & Kearns, K. D. (2008). Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology. Anatomical Sciences Education, 1(6), 240–246. https://doi.org/10.1002/ase.53
Cambrón-Carmona, M.A., Tallón de Lara, C. N., Ruz Caracuel, I., Leiva Cepas, F., González, R. G., Zurita Lozano, S., Cámara Pérez, J., Casado Ruiz, J., & Peña, J. (2016). Near-peer Teaching in Histology Laboratory. International Journal of Medical Students, 4(1), 14-18. DOI:https://doi.org/10.5195/ijms.2016.144.
Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Bio Medica Atenei Parmensis, 91(1), 157-160. https://doi.org/10.23750/abm.v91i1.9397
Eraña Rojas, I.E., Barbosa Quintana, A., Pérez Saucedo, J.E., Segura-Azuara, N.A., & Lopez, M. (2018). The virtual pathology lab experience. International Journal on Interactive Design and Manufacturing, 12(4), 1299-1308. https://doi.org/10.1016/j.edumed.2016.08.004v
Eraña Rojas, I. E., Pérez Saucedo, J. E., Barbosa Quintana, Á., Segura-Azuara, N. de los Á., & López Cabrera, M. V. (2016). Una nueva forma de aprender patología: laboratorio virtual de patología. Educación Médica, 18(4), 249–253. http://dx.doi.org/10.1016/j.edumed.2016.08.004
Gottlieb, M., Landry, A., Egan, D.J., Shappell, E., Bailitz, J., Horowitz, R., & Fix, M. (2020). Rethinking residency conferences in the Era of COVID-19. AEM Education and Training, 4(3), 313-317. https://doi.org/10.1002/aet2.10449
Kaup, S., Jain, R., Shivalli, S., Pandey, S., & Kaup, S. (2020). Sustaining academics during COVID-19 pandemic: The role of online teaching-learning. Indian J Ophthalmol, 68, 1220-1221 https://doi.org/10.4103/ijo.IJO_1241_20
Laohawetwanit, T. (2020) The use of virtual pathology in teaching medical students: first experience of a medical school in Thailand. MedEdPublish, 9(1), 116, https://doi.org/10.15694/mep.2020.000116.1
Lavjay Butani, Debora A. Paterniti, Daniel J. Tancredi & Su-Ting T. Li (2013) Attributes of residents as teachers and role models – A mixed methods study of stakeholders, Medical Teacher, 35(4), e1052-e1059, https://doi.org/10.3109/0142159X.2012.733457
Lopez, M., Olivares, S., & Heredia, Y. (2020). Professional culture in medical schools: a medical educator interpretation. Medical Science Educator, 30(1), 281-286. https://doi.org/10.1007/s40670-019-00896-x
Méndez-López, J.F., Mendoza-Espinosa, H., Torruco-García, U., & Sánchez-Mendiola, M. (2013). El médico residente como educador. Investigación En Educación Médica, 2(7), 154–161. https://doi.org/10.1016/S2007-5057(13)72705-4
Nelson, A. J., Nelson, S. V., Linn, A. M. J., Raw, L. E., Kildea, H. B., & Tonkin, A. L. (2013). Tomorrow’s educators … today? Implementing near-peer teaching for medical students. Medical Teacher, 35(2), 156–159. https://doi.org/10.3109/0142159X.2012.737961
Ramachandran, R. (2013). Role of Residents in Medical Student Teaching. Archives of Pathology & Laboratory Medicine, 137(10), 1325–1325. https://doi.org/10.5858/arpa.2013-0228-LE
Rosenberg, C.J., Nanos, K.N., & Newcomer, K.L. (2016). The “Near-Peer'' Approach to Teaching Muscoloskeletal Physical Examination Skills Benefits Residents and Medical Students. PM&R, 9(3), 251-257. https://10.1016/j.pmrj.2016.06.004
Rubin, D.J., & Rarey, K. E. (2004). Resident and Faculty Feedback: The Student’s Perspective. In The Medicine Forum, 6(1), 18. https://doi.org/10.29046/TMF.006.1.004
Saco, A., Bombi, J. A., Garcia, A., Ramírez, J., & Ordi, J. (2016). Current Status of Whole-Slide Imaging in Education. Pathobiology, 83(2-3), 79–88. https://doi.org/10.1159/000442391
Sağol, Ö., Yörükoğlu, K., Lebe, B., Durak, M.G., Ulukuş, Ç., Tuna, B., Musal, B., Canda, T., & Özer, E. (2015). Transition to virtual microscopy in medical undergraduate pathology education: first experience of turkey in dokuz eylül university hospital. Turkish Journal of Pathology. https://doi.org/10.5146/tjpath.2015.01329
Samueli, B., Sror, N., Jotkowitz, A., & Taragin, B. (2020). Remote pathology education during the COVID-19 era: Crisis converted to opportunity. Annals of Diagnostic Pathology, 151612. https://doi.org/10.1016/j.anndiagpath.2020.151612
Sánchez-Mendiola, M., Graue-Wiechers, E.L., Ruiz-Pérez, L.C., García-Durán, R., & Durante-Montiel, I.. (2010) The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine. BMC Med Educ 10, 17. https://doi.org/10.1186/1472-6920-10-17
Snell, L. (2011). The Resident-as-Teacher: It’s More Than Just About Student Learning. Journal of Graduate Medical Education, 3(3), 440–441. https://doi.org/10.4300/JGME-D-11-00148.1
Valencia Mayoral, P. F., & Ancer Rodríguez, J. (2014). Patología. España: McGraw-Hill Interamericana de España S.L.
Zabar, S., Hanley, K., Stevens, D. L., Kalet, A., Schwartz, M. D., Pearlman, E., Brenner, J., Kachur, E.K., & Lipkin, M. (2004) Measuring the competence of residents as teachers. Journal of General Internal Medicine, 19(5), 530–533. https://doi.org/10.1111/j.1525-1497.2004.30219.x
Zelada Vargas, J., & Vargas Murillo, G. (2016). La enseñanza virtual en la facultad de medicina-Universidad Mayor de San Andrés una primera experiencia en el pregrado. Cuadernos Hospital de Clínicas, 57(2), 70-78. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S1652-67762016000200012&lng=es&nrm=iso>
