A Study of Behavior of Applying Knowledge of Learners from the Course SIID 529 Effective Clinical Teaching of Faculty of Medicine Siriraj Hospital, Mahidol University
Keywords:
Clinical teaching, Learner, Knowledge application, ResidentAbstract
Background: SIID 529 is a course at Siriraj Hospital, Mahidol University, designed to enhance clinical teaching skills among medical residents. This study evaluates how learners apply teaching knowledge in practice through self- and peer-assessments. The results aim to inform future instructional strategies and educational policies.
Objective: To assess and compare learners’ knowledge application behavior following participation in SIID 529 using self-assessment and peer-assessment tools.
Materials and Method: The study involved 840 participants, including medical residents, fellows, and their colleagues. Two validated questionnaires assessed knowledge application across four domains: clinical supervision, ward rounds, giving feedback, and teaching on the run. A total of 268 self-assessments and 240 peer assessments were collected (response rates: 31.40% and 28.54%). Data were analyzed using descriptive and non-parametric comparative statistics.
Results: Overall knowledge application was rated at a high level (Self-assessment: = 3.73; Peer-assessment:
= 3.77). Statistically significant differences (p < 0.05) were observed based on academic year, study status, academic performance, and learning environment. The highest application levels were found among graduates and fellows, especially those from the academic year 2021, while current residents in 2023 reported lower application. Learners with an A+ grade and those in supportive environments showed significantly higher behavior scores.
Conclusion: The SIID 529 course has a substantial impact on enhancing physicians’ teaching behaviors. Institutions should support knowledge application by providing structured training opportunities, reducing teaching barriers, and fostering environments that encourage clinical education. These findings support the importance of faculty development for medical educators and suggest areas for future improvement in training programs.
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