From passive to powerful: creating engaging resident-as-teacher modules.

Background: We aimed to design, implement, and evaluate three novel institutional resident-as-teacher (RAT) e-modules for postgraduate year (PGY) 1, 2, and 3 and compare them to previously utilized online trainings. Methods: We utilized PICRAT, a model examining both students' relationship with technology (passive, interactive, creative) and instructors' use of technology (replaces, amplifies, or transforms) to create interactive experiences that amplified teaching methodologies. We compared evaluations of the previous and new trainings with an unpaired t test. New modules were assessed with one-way analysis of variance for specialty-based acceptability and content analysis of two open-ended questions. Results: Response rates averaged 93.2% in 2019-2020 and 98.9% in 2023-2024 across PGY1-3 residents. The relevance of the training to the role of resident teacher improved significantly compared to the original training (ranging from 0.68 to 0.98; 5-point Likert; P < 0.01). In specialty comparisons, only PGY3 radiology residents rated relevance significantly lower (3.00 ± 1.04 vs 3.94 ± 1.02, P < 0.01). Open-ended comments revealed that residents most liked the teaching strategies, with coaching, 1-minute preceptor, and reporter-interpreter-manager-educator (RIME) being noted as relevant, respectively, by PGY1, PGY2, and PGY3 residents. Conclusions: Interactive e-modules can be used to effectively deliver resident-as-teacher content across specialties and training levels. Tailoring content to the learner's training stage and the specialty's needs may further enhance relevance.