Original Research Effects of a Short Video–Based Resident-as-Teacher Training Toolkit on Resident Teaching Hope A. Ricciotti, MD, Taylor S. Freret, MEd, Ashley Aluko, MD, Bri Anne McKeon, MD, Miriam J. Haviland, MSPH, and Lori R. Newman, MEd OBJECTIVE: To pilot a short video–based resident-as- teacher training toolkit and assess its effect on resident teaching skills in clinical settings. METHODS: A video-based resident-as-teacher train- ing toolkit was previously developed by educational experts at Beth Israel Deaconess Medical Center, Harvard Medical School. Residents were recruited from two academic hospitals, watched two videos from the toolkit (“Clinical Teaching Skills” and “Effec- tive Clinical Supervision”), and completed an accom- panying self-study guide. A novel assessment instrument for evaluating the effect of the toolkit on teaching was created through a modified Delphi pro- cess. Before and after the intervention, residents were observed leading a clinical teaching encounter and scored using the 15-item assessment instrument. The primary outcome of interest was the change in number of skills exhibited, which was assessed using the Wil- coxon signed-rank test. RESULTS: Twenty-eight residents from two academic hospitals were enrolled, and 20 (71%) completed all phases of the study. More than one third of residents who volunteered to participate reported no prior formal teacher training. After completing two training modules, residents demonstrated a significant increase in the median number of teaching skills exhibited in a clinical teaching encounter, from 7.5 (interquartile range 6.5–9.5) to 10.0 (interquartile range 9.0–11.5; P,.001). Of the 15 teaching skills assessed, there were significant improvements in asking for the learner’s perspective (P5 .01), providing feed- back (P5 .005), and encouraging questions (P5 .046). CONCLUSION: Using a resident-as-teacher video- based toolkit was associated with improvements in teaching skills in residents from multiple specialties. (Obstet Gynecol 2017;130:36S–41S) DOI: 10.1097/AOG.0000000000002203 R esidents spend at least 25% of their time teaching and report that they enjoy teaching, consider it important, and believe it improves their clinical knowledge and skills. 1 However, residents often report feeling unprepared for their teaching roles. Compared with faculty, residents rarely ask their learners questions, encourage clinical reasoning, give specific feedback, or discuss psychosocial issues. 2,3 Resident-as-teacher educational programs have been shown to improve teaching and are rated highly by residents. 4 Developing new resident-as-teacher curricula re- quires significant faculty time and curriculum space to add additional topics into already busy residency schedules. Inspired by the succinctness and popularity of “TED Talks,” which are designed to be no longer From the Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, Harvard Medical School, and the Department of Medical Education, Boston Children’s Hospital, Harvard Medical School, Boston, Massachusetts. Presented at the Council on Resident Education in Obstetrics and Gynecology and Association of Professors of Gynecology and Obstetrics Annual Meeting, March, 8– 11, 2017, Orlando, Florida; and at the Council on Resident Education in Obstet- rics and Gynecology and Association of Professors of Gynecology and Obstetrics Annual Meeting, March 2–5, 2016, New Orleans, Louisiana. The abstract pre- sentation was the recipient of the Second Place Poster Award in 2017. The authors thank the faculty who participated in the modified Delphi process to create the assessment instrument: K. Meredith Atkins, MD, Dara Brodsky, MD, Susan Burgin, MD, Lauren Fisher, DO, Mary Fishman, MD, Grace Huang, MD, Holly Khachadoorian-Elia, MD, MBA, Diane London, MD, C. Christopher Smith, MD, Carrie Tibbles, MD, and Mark Wyers, MD. Dr. Burgin also participated in frame-of-reference rater training. Each author has indicated that she has met the journal’s requirements for authorship. Corresponding author: Hope A. Ricciotti, MD, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Kirstein 3, Department of Obstetrics and Gynecology, Boston, MA 02215; email: hricciot@bidmc.harvard.edu. Financial Disclosure The authors did not report any potential conflicts of interest. © 2017 by The American College of Obstetricians and Gynecologists. Published by Wolters Kluwer Health, Inc. All rights reserved. ISSN: 0029-7844/17 36S VOL. 130, NO. 4 (SUPPLEMENT), OCTOBER 2017 OBSTETRICS & GYNECOLOGY Copyright ª by The American College of Obstetricians and Gynecologists. Published by Wolters Kluwer Health, Inc. Unauthorized reproduction of this article is prohibited.