Resident as teacher: Educating the educators

Department of Internal Medicine, Mount Sinai School of Medicine, One Gustave Levy Place, New York, NY 10029, USA.
Mount Sinai Journal of Medicine A Journal of Translational and Personalized Medicine (Impact Factor: 1.62). 01/2007; 73(8):1165-9. DOI: 10.1111/j.1365-2929.2006.02587.x
Source: PubMed


Medical students receive their clinical training from various sources: from residents during informal teaching sessions and from attending physicians during more formalized rounds. As a result of the increasing pressures of clinical medicine, efforts need to be focused on the identification and training of the next generation of clinical educators.
We have created a pilot medical education elective for residents which pairs training in teaching skills with formal teaching opportunities during protected blocks of elective time, an opportunity which is rare in most residency programs and may provide for more effective teaching skill acquisition.
Feedback from the participants demonstrates widespread acceptance of the pilot program.
We believe this new model would provide motivated residents with the skills and the protected time to teach, and help create a future generation of attendings better able to teach.

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Available from: Lisa Coplit, Mar 16, 2015
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    ABSTRACT: Background: Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective: The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods: We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results: Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions: A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.
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    • "Formal resident-as-teacher curricula are becoming more common, but residency program directors continue to express the need for more types of training programs that improve teaching skills (Morrison et al. 2001). Resident-as-teacher programs described in the medical literature have included special electives for interested residents (Weissman et al. 2006), clinician educator tracks (Heflin et al. 2009), and retreats focused on teaching skills (Litzelman et al. 1994, Roberts et al. 1994). Teaching modalities include lectures, small-group discussions, case history teaching formats, role-plays, simulations, debriefing sessions, and the reviewing of films and videotapes of teaching performance. "
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