A Consensus Guideline to Support Resident-as-Teacher Programs and Enhance the Culture of Teaching and Learning

Abstract

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,

Impact of Fellows-as-Teachers Workshops on Teaching Rounds: An Observational Study in an ICU

“…Our findings need to be interpreted with some caution, as our fellows-as-teachers workshops narrowly focused on teaching and leadership skills specific to the ICU, such as managing team dynamics and teaching bedside skills and procedures. An ideal fellows-as-teachers program might include a broader range of topics like adult learning theory, small group facilitation, and effective feedback ( 4 , 10 ). Given the investment of time and resources required by our program to achieve a narrow set of outcomes in the ICU, such as through workshop development and training of standardized patients, our findings do raise concerns about broadly scoped trainees-as-teachers curricula.…”

Perception of Faculty Members of Regional Medical School Toward Faculty Development Program

“…The interest on FDAP and the positive attitude toward FDAP definitely will build a feeling of strong belonging to the institute as pointed out by some authorities [34], however, this feeling will create strong challenges for motivation to the administration [20,21]; 74% thought that FDP helps them in constructing highquality MCQs. Although, teachers who adopt their job might do it more accurately if they respond adequately [35]. At the beginning of the learning methods of FDAP, lecturer should explain the purpose of learning, build a positive attitude toward the subject, and describe something that is expected by the students [36].…”

Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor

“…Dos programas pesquisados, 49% responderam ao questionário e relataram que os residentes eram obrigados a participar de uma orientação de ensino em 78% dos programas e que, em 91% desses programas, os residentes eram avaliados. Na maioria dos programas (91%), os residentes que se destacavam eram premiados 3 .…”