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"residents as teachers "

Susan Burgin, Gelareh Homayounfar, Lori R Newman, Amy Sullivan
BACKGROUND: Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. OBJECTIVE: We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide...
April 2017: Journal of the American Academy of Dermatology
Hooman Hosein Nejad, Mehdi Bagherabadi, Alireza Sistani, Helen Dargahi
INTRODUCTION: Over the past 30 years, recognizing the need and importance of training residents in teaching skills has resulted in several resident-as-teacher programs. The purpose of this study was to explore the impact of this teaching initiative and investigate the improvement in residents' teaching skills through evaluating their satisfaction and perceived effectiveness as well as assessing medical students' perception of the residents' teaching quality. METHODS: This research is a quasi-experimental study with pre- and post-tests, continuing from Dec 2010 to May 2011 in Imam Hospital, Tehran University of Medical Sciences...
January 2017: Journal of Advances in Medical Education & Professionalism
Binny D Chokshi, Heidi K Schumacher, Kristen Reese, Priti Bhansali, Jeremy R Kern, Samuel J Simmens, Benjamin Blatt, Larrie W Greenberg
PROBLEM: The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. APPROACH: In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions...
April 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Deepa Rangachari, Lorrel E Brown, David E Kern, Michael T Melia
Feedback is one of the core components of teaching in the clinical setting. Traditionally, this activity has emphasized observations made by senior physicians and delivered to medical trainees. However, the optimal approach to feedback remains uncertain, and the literature abounds with trainee-perceived inadequacies in feedback content, quality, and impact. Moreover, given the multiplicity of demands on trainees and their physician mentors, we propose that medical trainees themselves-specifically, medical residents-are poised to serve as unique adjunct effectors of feedback...
December 26, 2016: Medical Teacher
Laurice Bou Nemer, Dawn Kalin, Desiree Fiorentino, Jorge J Garcia, Christopher M Estes
OBJECTIVE: To develop and evaluate a simulation laboratory designed to stimulate learning and increase medical students' preparedness for an obstetrics and gynecology clinical clerkship. METHODS: Ninety-seven medical students participated in the games during their obstetrics and gynecology clerkship in 1 year. Using the resident-as-teacher model, students rotated through seven stations, each with a simulated obstetric task. Points were awarded at each station, and the student with the highest score won...
October 2016: Obstetrics and Gynecology
Ammara A Watkins, Stephen P Gondek, Kiran H Lagisetty, Manuel Castillo-Angeles, Sidharta P Gangadharan, Michael J Cahalane, Tara S Kent
BACKGROUND: A nonintrusive e-mail reminder incorporating teaching tips and manuscripts was developed to supplement resident-as-teacher curricula. METHODS: Ten high-yield manuscripts and 10 teaching tips exemplifying the themes of mentorship or role modeling, teaching methods, adult learning theory, feedback, and the resident role of teaching were distributed to general surgery house staff through a weekly e-mail series. House staff completed surveys before and after the 20-week e-mail series...
January 2017: American Journal of Surgery
Maureen Longeway, Paul A Bergl, Julie M Kolinski, Seth A Bodden, Kory Koerner, Deborah Simpson
No abstract text is available yet for this article.
July 2016: Journal of Graduate Medical Education
Sarah Dotters-Katz, Charles W Hargett, Aimee K Zaas, Lisa G Criscione-Schreiber
CONTEXT: Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices...
July 2016: Medical Education
Subha Ramani, Karen Mann, David Taylor, Harish Thampy
This AMEE Guide provides a framework to guide medical educators engaged in the design and implementation of "Resident as Teacher" programs. The suggested approaches are based on established models of program development: the Program Logic model to guide program design, the Dundee three-circle model to inform a systematic approach to planning educational content and the Kirkpatrick pyramid, which forms the backbone of program evaluation. The Guide provides an overview of Resident as Teacher curricula, their benefits and impact, from existing literature supplemented by insights from the authors' own experiences, all of whom are engaged in teaching initiatives at their own institutions...
July 2016: Medical Teacher
James Ahn, David Jones, Lalena Michelle Yarris, Helen Barrett Fromme
Both the Liaison Committee on Medical Education and the Accreditation Council of Graduate Medical Education require residents to be engaged in teaching to develop skills as educators. Although proposed guidelines for an emergency medicine (EM) resident-as-teachers (RAT) curriculum were published in 2006, little has been published regarding RAT curriculum implementation or outcomes since. A crucial first step in developing a formal RAT curriculum for EM educators to pilot, implement, and evaluate is an assessment of current needs and practices related to RAT curricula in EM residencies...
February 2017: Internal and Emergency Medicine
Rachel J Katz-Sidlow, Tamar G Baer, Jeffrey C Gershel
OBJECTIVE: The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. METHODS: Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session...
March 20, 2016: International Journal of Medical Education
Elie Isenberg-Grzeda, Andrea Weiss, Michelle A Blackmore, Megan Johnson Shen, Madeleine Seifter Abrams, Mary E Woesner
OBJECTIVE: Formal training for residents-as-teachers in psychiatry is increasingly emphasized. However, little is known about the quantity and content of residents' teaching, their attitudes toward teaching, or the training received on how to teach. METHODS: An online survey was disseminated to American and Canadian psychiatry residents. RESULTS: Three hundred eighty-two residents from all postgraduate years (PGY) responded, representing about 7 % of all trainees...
October 2016: Academic Psychiatry
Peter A Ryg, Janet P Hafler, Susan H Forster
OBJECTIVE: Resident physicians have reported spending upward of 25% of their time teaching fellow residents and medical students. Until relatively recently, there have not been formal requirements in residency programs to learn teaching skills. The first goal of this study was to develop a novel residents-as-teachers training program to educate Ophthalmology residents on facilitating group learning and emphasizing critical-thinking skills. The second goal was to educate residents on how to teach clinical reasoning skills...
March 2016: Journal of Surgical Education
Maureen Topps, Rachel H Ellaway, Tara Baron, Alison Peek
BACKGROUND: The context for specialty residency training in pediatrics has broadened in recent decades to include distributed community sites as well as academic health science centers. Rather than creating parallel, community-only programs, most programs have expanded to include both community and large urban tertiary health center experiences. Despite these changes, there has been relatively little research looking at residents' experiences in these distributed graduate medical education programs...
December 2015: Journal of Graduate Medical Education
Jonathan Sherbino, Nikita Joshi, Michelle Lin
BACKGROUND: In health professionals' education, senior learners play a key role in the teaching of junior colleagues. OBJECTIVE: We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. METHODS: In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article "What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference...
September 2015: Journal of Graduate Medical Education
Alisa Nagler, Saumil M Chudgar, Mariah Rudd, Shari A Whicker, Jane P Gagliardi, Aditee Narayan, Mitchell T Heflin, David C Gordon, Kathryn M Andolsek
BACKGROUND: Graduate medical education (GME) programs may struggle to provide the knowledge, skills, and experiences necessary to meet trainee career interests and goals beyond a clinical focus. Sponsoring institutions can partner with programs to deliver content not included in typical clinical experiences of GME programs. OBJECTIVE: To perform a needs assessment and to develop, implement, and measure acceptability and feasibility of an institution-wide GME Concentrations curriculum...
September 2015: Journal of Graduate Medical Education
Heather S Vestal, S Alex Sidelnik, David Marcovitz, Jeff Huffman
No abstract text is available yet for this article.
April 2016: Academic Psychiatry
Simon Lygo-Baker, Patricia K Kokotailo, Karen M Young
The important role of medical trainees (interns and residents) as teachers is increasingly recognized in veterinary and human medicine, but often is not supported through adult learning programs or other preparatory training methods. To develop appropriate teaching programs focused on effective clinical teaching, more understanding is needed about the support required for the trainee's teaching role. Following discussion among faculty members from education and veterinary and pediatric medicine, an experienced external observer and expert in higher education observed 28 incoming and outgoing veterinary and pediatric trainees in multiple clinical teaching settings over 10 weeks...
2015: Journal of Veterinary Medical Education
Eli M Miloslavsky, Zaven Sargsyan, Janae K Heath, Rachel Kohn, George A Alba, James A Gordon, Paul F Currier
BACKGROUND: Residency training is charged with improving resident teaching skills. Utilizing simulation in teacher training has unique advantages such as providing a controlled learning environment and opportunities for deliberate practice. OBJECTIVE: We assessed the impact of a simulation-based resident-as-teacher (RaT) program. DESIGN: A RaT program was embedded in an existing 8-case simulation curriculum for 52 internal medicine (IM) interns...
December 2015: Journal of Hospital Medicine: An Official Publication of the Society of Hospital Medicine
Lindsay Melvin, Zain Kassam, Andrew Burke, Parveen Wasi, John Neary
BACKGROUND: Residents have a critical role in the education of medical students and have a unique teaching relationship because of their close proximity in professional development and opportunities for direct supervision. Although there is emerging literature on ways to prepare residents to be effective teachers, there is a paucity of data on what medical students believe are the attributes of successful resident teachers. OBJECTIVE: We sought to define the qualities and teaching techniques that learners interested in internal medicine value in resident teachers...
December 2014: Journal of Graduate Medical Education
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