Teaching Opportunities for Family Medicine Residents: Towards a Resident Teaching Framework
Notice bibliographique
Résumé
CONTEXT: Family Medicine (FM) residents are the next generation of FM teachers. In Canada, providing teaching opportunities to trainees is an accreditation requirement. While FM residency programs have introduced teaching experiences into their curricula, the full spectrum of available teaching opportunities may not be readily recognized. Mapping resident teaching opportunities to the three domains of the Fundamental Teaching Activities (FTA) Framework (clinical preceptor, teaching outside of the clinical setting, and educational leader) has the potential to identify where residents are currently teaching and in which areas they may need further experience. OBJECTIVE: To identify and describe teaching opportunities that FM residents experience in their training and to map them onto the FTA Framework. STUDY DESIGN AND ANALYSIS: This qualitative study used semi-structured, one-on-one interviews conducted virtually via Zoom. Interviews were recorded, transcribed, and analyzed thematically. Ethics approval was obtained. SETTING: Department of Family Medicine, University of Alberta, Canada. This is a 2-year residency program consisting of both urban and rural sites. POPULATION STUDIED: FM residents and teachers/educational leaders (faculty) in the department were recruited. 10 residents and 12 faculty took part in interviews. INSTRUMENT/OUTCOME MEASURES: Separate interview guides were developed for residents and faculty. Questions addressed opportunities for resident teaching, both formally scheduled as part of the program and those occurring more organically or sought out by residents. Details regarding each opportunity (e.g. setting, learners, content) were also obtained. RESULTS: Teaching opportunities identified by residents and faculty were amenable to mapping onto the FTA Framework. Residents had fewer opportunities in the domain of educational leader than as clinical preceptor or in teaching outside of the clinical setting. Several other areas of interest were identified as emerging themes including engagement strategies, faculty influence on resident teaching, resident motivation to teach, and virtual teaching experiences. CONCLUSIONS: Teaching opportunities of FM residents were described and amenable to mapping onto the FTA Framework. However, there appears to be a need for a teaching framework specific to residents to guide teaching opportunities and resident development as educators.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,008 |
| Communication savante | 0,005 | 0,006 |
| Science ouverte | 0,003 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».