The influence of teaching programs on residentsʼ perceptions of comfort and confidence in teaching

Identified components of existing residency teaching programs are as follows: (1) structured seminars, (2) practical teaching experiences, (3) teaching portfolio development, and (4) teaching mentorship. The purpose of this evaluation was to determine whether these components contribute to the development of residentsʼ self-perceived comfort and confidence in teaching. A survey was designed to determine the extent to which the four components are integrated into teaching programs and their relationship to a residentʼs self-perceived comfort and confidence in his or her teaching abilities. An electronic survey link was e-mailed to the directors of all American Society of Health-System Pharmacists (ASHP)-accredited Pharmacy Practice residencies (n = 546) requesting the survey be forwarded to the 2009–2010 residents. The four components were assessed for the likelihood of an association with the residentsʼ perception of their confidence for teaching skills using a univariate logistic regression analysis. Structured seminar participants reported comfort and confidence in developing objectives, assessing learning, managing classroom environs, and developing portfolios. Participants with practical teaching experiences reported confidence in presenting lectures. Those who precepted reported confidence in implementing active learning strategies, assessing learning, precepting APPE students, and providing feedback to students. Residents who maintained portfolios reported comfort and confidence in portfolio development and writing teaching philosophies. Mentored residents reported comfort and confidence in managing classroom environments. Structured seminars and practical experiences had the greatest influence on enhancing residentsʼ comfort and confidence in teaching experiences. These components should be carefully considered as essentials when developing residency teaching programs.