Enhancing professional development in medical residency through a shadow curriculum: an evaluation based on Kirkpatrick model
2025
Sahba Fekri | Amin Habibi | Hamed Khani | Samane Babaei | Masomeh Kalantarion
Abstract Introduction Current medical residency programs often neglect critical areas of professional development, such as patient safety, stewardship, and effective clinical documentation. This study evaluates the effectiveness of a shadow curriculum designed to enhance these aspects for medical residents. Methods The shadow curriculum was implemented for first-year residents in ophthalmology, internal medicine, and urology, consisting of an 8-hour workshop covering job encounters, stewardship, patient safety principles, medical documentation, and electronic prescribing. Conducted in 2023 with 22 residents, the evaluation utilized questionnaires, pre- and post-tests, and semi-structured interviews to assess satisfaction and learning outcomes. Results 54.55% of participants with a mean score of 23.66 (SD = 1.97) reported satisfaction with course content, and 63.63% with a mean score of 22.64 (SD = 2.63), were satisfied with the course organization. Pre/post-test results showed a significant knowledge increase (p < 0.001), particularly in antibiotic prescribing and patient safety. Qualitative interviews emphasized on three themes including consumer oriented learning, changing the perspective of teaching and learning, and promotion of self-directed learning. Conclusions This study highlights the shadow curriculum’s effectiveness in improving residents’ professional satisfaction and knowledge. By prioritizing learner perspectives and extending opportunities beyond traditional settings, it fosters a personalized learning environment. These findings underscore the need to integrate shadow curricula into medical training to meet evolving educational needs and enhance professional development.
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