Background Methods for assessing residents as teachers are limited, and it can be difficult to discern optimal curricula for training residents as educators. A guideline may be a tool to assess resident-as-teacher programs and to help enhance a culture of teaching and learning. Objective We developed a consensus guideline to assess academic medical centers' resident-as-teacher programs and teaching environments. Methods Faculty representing 8 specialties from 5 teaching hospitals created a guideline for resident-as-teacher programs through an iterative expert consensus development process. To assess local resident-as-teacher practices, the guideline was administered as an online survey to program directors from 47 residency programs at 5 hospitals. The survey included 26 items addressing curricula, educational climate, financial support, assessment, professional development, and promotion. Results Forty-nine percent of residency programs surveyed completed the questionnaire, representing 65% of specialties (17 of 26). Respondents reported that residents were required to participate in a teaching orientation in 78% of programs (18 of 23) and were evaluated on teaching in 91% (21 of 23). There were special educational programs and teaching awards in 91% of programs (21 of 23), respectively. All programs included evaluations of faculty teaching, which were linked to faculty annual reviews in 52% of programs (12 of 23), but to faculty promotion or salary in only 22% of programs (5 of 23). Conclusions We developed a resident-as-teacher consensus guideline that could provide a road map for program directors and institutions to think broadly about how they educate residents and fellows as teachers. Methods This study was conducted at Harvard Medical School in Boston, Massachusetts. Through a resident-asteacher interest group, we convened a multispecialty study group representing 8 clinical specialties (anesthesiology, emergency medicine, medicine, neurology, obstetrics and gynecology, pediatrics, radiology, and surgery) from 5 major teaching hospitals, including 3 tertiary care centers, a dedicated children's hospital,

Surgery residency training programmes have a favourable effect on outcomes following PD and their impact on outcome is greater than the impact of hospital volume or surgeon frequency of PD.

Using a resident-as-teacher video-based toolkit was associated with improvements in teaching skills in residents from multiple specialties.