PDF(Pubmed)
Abstract：
UNASSIGNED: There is increasing recognition that incoming interns benefit from formal training in teaching skills during UME. Many medical schools have capstone courses well suited for teacher-training content. Mini chalk talks (MCTs) are a common clinical teaching modality requiring a variety of teaching skills. We developed a session for our institution\'s capstone course in which students prepared and delivered MCTs.
UNASSIGNED: The voluntary flipped classroom session was offered virtually in 2021 and in person in 2022. Before the session, students reviewed materials on creating effective MCTs and developed and practiced their own MCT. During the 90-minute session, students presented their MCT to a group of students in the same or similar future specialties and received feedback from their peers and a facilitator.
UNASSIGNED: Twenty-six percent of graduating students (95 of 370) in 16 specialties participated. Students had a statistically significant increase in confidence delivering effective MCTs (p < .01). On a 5-point Likert scale (1 = did not learn, 5 = a great amount), students\' mean ratings of clinical knowledge and teaching skills gained from the session were 4.4 and 4.5, respectively. Qualitative feedback highlighted the benefits of receiving feedback on teaching (31 of 77 respondents, 40%), practicing teaching skills (21 of 77, 27%), and experiencing other students\' MCTs (13 of 77, 17%).
UNASSIGNED: Our MCT session provides a versatile, resource-efficient method of supporting students in transitioning to the role of resident educators. It also offers them an opportunity to receive valuable feedback on their teaching in a low-stakes environment.
UNASSIGNED: The voluntary flipped classroom session was offered virtually in 2021 and in person in 2022. Before the session, students reviewed materials on creating effective MCTs and developed and practiced their own MCT. During the 90-minute session, students presented their MCT to a group of students in the same or similar future specialties and received feedback from their peers and a facilitator.
UNASSIGNED: Twenty-six percent of graduating students (95 of 370) in 16 specialties participated. Students had a statistically significant increase in confidence delivering effective MCTs (p < .01). On a 5-point Likert scale (1 = did not learn, 5 = a great amount), students\' mean ratings of clinical knowledge and teaching skills gained from the session were 4.4 and 4.5, respectively. Qualitative feedback highlighted the benefits of receiving feedback on teaching (31 of 77 respondents, 40%), practicing teaching skills (21 of 77, 27%), and experiencing other students\' MCTs (13 of 77, 17%).
UNASSIGNED: Our MCT session provides a versatile, resource-efficient method of supporting students in transitioning to the role of resident educators. It also offers them an opportunity to receive valuable feedback on their teaching in a low-stakes environment.
摘要：
■越来越多的人认识到，即将到来的实习生在UME期间从教学技能的正式培训中受益。许多医学院的顶级课程非常适合教师培训内容。迷你粉笔演讲（MCT）是一种常见的临床教学方式，需要多种教学技能。我们为我们机构的顶点课程开发了一个课程，学生在该课程中准备并交付了MCT。
■自愿翻转课堂课程几乎于2021年提供，并于2022年亲自提供。在会议之前，学生审查了有关创建有效MCT的材料，并开发和实践了自己的MCT。在90分钟的会议中，学生将他们的MCT展示给一组学生在相同或类似的未来专业，并收到他们的同龄人和主持人的反馈。
■16个专业的26％的毕业生（370个中的95个）参加了。学生在提供有效MCT的信心方面具有统计学上的显着增加（p<0.01）。在5分的李克特量表上（1=没有学习，5=大量），学生的临床知识和教学技能的平均评分分别为4.4和4.5。定性反馈强调了接收教学反馈的好处(77名受访者中的31名，40%)，实践教学技能(77人中的21人，27%)，并体验其他学生的MCT（77个中的13个，17%）。
■我们的MCT会议提供了一个通用的，支持学生过渡到驻地教育者角色的资源有效方法。它还为他们提供了一个机会，在低风险环境中获得关于他们教学的宝贵反馈。
■自愿翻转课堂课程几乎于2021年提供，并于2022年亲自提供。在会议之前，学生审查了有关创建有效MCT的材料，并开发和实践了自己的MCT。在90分钟的会议中，学生将他们的MCT展示给一组学生在相同或类似的未来专业，并收到他们的同龄人和主持人的反馈。
■16个专业的26％的毕业生（370个中的95个）参加了。学生在提供有效MCT的信心方面具有统计学上的显着增加（p<0.01）。在5分的李克特量表上（1=没有学习，5=大量），学生的临床知识和教学技能的平均评分分别为4.4和4.5。定性反馈强调了接收教学反馈的好处(77名受访者中的31名，40%)，实践教学技能(77人中的21人，27%)，并体验其他学生的MCT（77个中的13个，17%）。
■我们的MCT会议提供了一个通用的，支持学生过渡到驻地教育者角色的资源有效方法。它还为他们提供了一个机会，在低风险环境中获得关于他们教学的宝贵反馈。
