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"residents as teachers "

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...
July 9, 2016: 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...
March 24, 2016: 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
Morhaf Al Achkar, M Kelly Davies, Michael E Busha, Robert C Oh
BACKGROUND AND OBJECTIVES: Teaching has been increasingly recognized as a primary responsibility of residents. Residents enjoy teaching, and their majority report interest in the continuation of teaching activities after graduation. Resident-as-teacher programs have emerged nationally as a means of enhancing teaching skills. This study examined the current use of residents-as-teachers programs in family medicine residencies through a national survey of family medicine residency program directors...
June 2015: Family Medicine
Matthew Zackoff, Karen Jerardi, Ndidi Unaka, Heidi Sucharew, Melissa Klein
BACKGROUND AND OBJECTIVE: Residents play a critical role in the education of peers and medical students, yet attainment of teaching skills is not routinely assessed. The primary aim of this study was to develop a novel, skill-based Observed Structured Teaching Evaluation (OSTE) and self-assessment survey to measure the impact of a resident-as-teacher curriculum on teaching competency. The secondary aim was to determine interrater reliability of the OSTE. METHODS: A prospective study quantitatively assessed intern teaching competency via videotaped teaching encounters (videos) before and after a month-long hospital medicine rotation and self-assessment surveys over a 5-month period...
June 2015: Hospital Pediatrics
Yewlin E Chee, Lori R Newman, John I Loewenstein, Carolyn E Kloek
OBJECTIVE: To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. DESIGN: A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching...
September 2015: Journal of Surgical Education
Karen J Bos, Raziya Sunderji Wang
No abstract text is available yet for this article.
April 2016: Academic Psychiatry
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