To teach is to learn twice - Resident teachers learn more

Objectives: To describe the formal teaching activities of pediatric residents and to assess how the act of formal teaching affects residents' acquisition and retention of knowledge. Design and Methods: Randomized controlled trial. Forty-three pediatric residents in a university-based program were surveyed ed about their teaching activities, given a pretest on a predetermined topic (oral rehydration), then randomly assigned to either teach (n=18) or listen to (n=25) a 30-minute lecture on that topic; 6 to 8 weeks later they completed a posttest. The difference between pretest and posttest scores was calculated for each resident as an index of knowledge acquisition. Results: The mean number of resident teaching events per year was 3.5 for interns (n=16), 2.9 for junior residents (n=11)!, and 6.9 for senior residents (n=16). Self-reported comfort with the teaching role, ability to hold a group's attention, and desire to teach were similar across ear of training. Prior to randomization, teachers (experimental group) reported less interest in oral rehydration than did listeners (control group) (P<.03). However, know ledge acquisition was significantly greater for teachers than for listeners (posttest score minus pretest score [mean+/-SD], 6.1+/-4.2 vs 3.2+/-2.5; P<.01). Implications: Among pediatric residents, formal teaching enhances knowledge acquisition relative to self-study and lecture attendance.