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The Effect of a 13-Hour Curriculum To Improve Residents' Teaching Skills: A Randomized Trial

Elizabeth H. Morrison, MD, MSEd; Lloyd Rucker, MD; John R. Boker, PhD; Charles C. Gabbert; F. Allan Hubbell, MD, MSPH; Maurice A. Hitchcock, EdD; and Michael D. Prislin, MD
[+] Article and Author Information

From University of California, Irvine, Irvine, California, and University of Southern California, Los Angeles, California.


Acknowledgments: The authors thank Carole J. Bland, PhD (University of Minnesota, Minneapolis), for academic contributions; Dolores Medina-Sasina for data management; and all of the BEST students, residents, staff, and faculty.

Grant Support: By the Robert Wood Johnson Foundation Generalist Physician Faculty Scholars Program, the Health Resources and Services Administration (Residency Training in Primary Care grant no. 22 HP00006-01), and The Tamkin Foundation.

Potential Financial Conflicts of Interest: None disclosed.

Requests for Single Reprints: Elizabeth H. Morrison, MD, MSEd, Department of Family Medicine, University of California, Irvine, College of Medicine, 101 City Drive South, Building 200, Suite 512, Route 81, Orange, CA 92868-3298; e-mail, ehmorris@uci.edu.

Current Author Addresses: Drs. Morrison and Prislin: Department of Family Medicine, University of California, Irvine, 101 City Drive South, Building 200, Suite 512, Route 81, Orange, CA 92868-3298.

Drs. Rucker and Hubbell: Department of Internal Medicine, University of California, Irvine, 101 City Drive South, Building 200, Suite 720, Route 81, Orange, CA 92868-3298.

Dr. Boker: Office of Educational Affairs, University of California, Irvine, College of Medicine, Medical Education Building 802, Irvine, CA 92697-4089.

Mr. Gabbert: 4 Gooseberry Court, Coto de Caza, CA 92679.

Dr. Hitchcock: Division of Medical Education, University of Southern California, Keck School of Medicine, 1975 Zonal Avenue, Keith Administration and Medical Forum Building 211, Los Angeles, CA 90089-9024.

Author Contributions: Conception and design: E.H. Morrison, L. Rucker, J.R. Boker, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.

Analysis and interpretation of the data: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, M.A. Hitchcock, M.D. Prislin.

Drafting of the article: E.H. Morrison, L. Rucker, J.R. Boker.

Critical revision of the article for important intellectual content: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.

Final approval of the article: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.

Provision of study materials or patients: L. Rucker.

Statistical expertise: J.R. Boker, C.C. Gabbert.

Obtaining of funding: E.H. Morrison.

Administrative, technical, or logistic support: E.H. Morrison, C.C. Gabbert.

Collection and assembly of data: E.H. Morrison, C.C. Gabbert.


Ann Intern Med. 2004;141(4):257-263. doi:10.7326/0003-4819-141-4-200408170-00005
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The residents-as-teachers curriculum tested in this randomized trial created a large and statistically significant improvement in residents' teaching skills, as judged by medical student raters. We found large between-group differences on the overall post-test teaching examination and on all 8 individual stations. Within the intervention group, overall teaching scores improved after the intervention by 0.74 point on a rating scale with only a 4-point range—a highly statistically significant improvement of 28.5% or 2.5 SDs that was not seen in the control group. The intervention group also demonstrated major pretest to post-test improvements on every individual station compared with control residents, who did not improve on any measure.

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