Resident as a Teacher in Emergency Medicine: A Needs Assessment Study


El residente como educador en urgencias: una evaluación de sus necesidades educativas
Eduardo Mercado-Cruza,*, Melchor Sánchez-Mendiolab

aHospital de Psiquiatría con Unidad de Medicina Familiar #10, Instituto Mexicano del Seguro Social., Cd. Mx., México.
bCoordinación de Desarrollo Educativo e Innovación Curricular, UNAM, Cd. Mx., México.

Recibido: 4-marzo-2019. Aceptado: 25-junio-2019.

* Autor para correspondencia: Eduardo Mercado-Cruz. Avenida México Coyoacán S/N esquina con Bruno Traven. Colonia General Anaya. Alcaldía Benito Juárez, Cd. Mx. C.P. 03340. Teléfono: 55 1395 7431. Correo electrónico: eduardo.mercado.c@zoho.com

La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México. 2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/bync-nd/4.0/ ). https://doi.org/10.22201/facmed.20075057e.2020.33.19176

Palabras Clave

Educación médica de posgrado; médico residente como educador; medicina de urgencias; evaluación de necesidades.

Keywords

Postgraduate medical education; resident as teacher; emergency medicine; needs assessment.


Abstract

Introduction: Residents play roles as doctors, students and teachers. Emergency Medicine Residents (EMR) face several unique factors that make it difficult to function as teacher.

Objective: To evaluate educational needs of EMR during their performance as teacher and to identify characteristics of educational interventions they need.

Method: It is a cross-sectional non-experimental descriptive study conducted through a survey developed from available literature. Survey was applied voluntarily and anonymously to all EMR of Faculty of Medicine of the National Autonomous University of Mexico (UNAM) and to a sample of their teachers.

Results: 125 residents and 8 teachers responded survey. EMR spent 37.24 ± 23.08% of their time in teaching activities. EMR estimated their teaching competence in 6.9 ± 1.6 on a scale of 1 to 10, where 1 is not competent and 10 is fully competent. 89.4% of residents considered that it is important to acquire teaching skills during residency. Their teaching strategies preferred are: discussion of clinical cases, on site learning and bedside teaching. Emergency Department overcrowding and lack of time are important teaching barrier faced by EMR.

Conclusion: EMR identify the need to receive formal training in medical education. Teaching barrier faced by EMR are similar to those of their peers of other medical specialties. All Emergency Medicine programs should incorporate formal strategies that facilitate teaching skill acquisition in their residents. Teaching activities in emergency department should be short-term, student-centered and clinical focused to guarantee the greatest possible benefit to emergency medicine residents and their trainees.