Psychiatric Residents as Teachers: Development and Evaluation of a Teaching Manual

Swainson, Jennifer; Marsh, Melanie C.; Tibbo, Philip G.

doi:10.1176/appi.ap.34.4.305

Cited by 18 publications

(4 citation statements)

References 14 publications

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“…. Objectives for a TA elective within the framework of a basic science course interaction (Dewey et al 2008;Post et al 2009;Swainson et al 2010). The significant increase in the literature regarding ''residents as teachers'' (Mann et al 2007;Dewey et al 2008;Post et al 2009) highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth.…”

Section: Practice Pointsmentioning

confidence: 99%

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman¹,

Christensen²,

Pawlina³

2012

Medical Teacher

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Background: Significant increase in the literature regarding ''residents as teachers'' highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third-and fourthyear medical students through integrated apprenticeship and mentoring during the Human Structure didactic block. Aim: This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Results: Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Conclusion: Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

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Section: Practice Pointsmentioning

confidence: 99%

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman¹,

Christensen²,

Pawlina³

2012

Medical Teacher

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“…Luego de eliminar los duplicados (n=75) se revisaron los títulos y resúmenes de 1085 artículos, de los cuales, 18 fueron analizados en texto completo. Luego de esta lectura, 11 fueron excluidos por los siguientes motivos: cinco eran revisiones narrativas (16)(17)(18)(19)(20); dos hacían referencia a estudiantes de pregrado en medicina (21)(22) y uno en profesores (23); dos eran estudios primarios (24-25) y el otro era una carta al editor (26). Finalmente, se incluyeron siete revisiones sistemáticas (3-5 8, 13, 27-28).…”

Section: Resultsunclassified

Principios curriculares de un programa de residentes como docentes

2021

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Antecedentes. Parte de la enseñanza-aprendizaje en las residencias médicas se genera con los compañeros de residencia; los programas de residentes como docentes (PRCD) fortalecen esta práctica pedagógica. Objetivos. Analizar los principios curriculares de un PRCD siguiendo la postura de Tyler e identificar las estrategias educativas que cambian el comportamiento en el aprendizaje del residente y en la organización educativa según el modelo de Kirkpatrick. Métodos. Se realizó una revisión de revisiones sistemáticas en MEDLINE, EMBASE, ERIC, EPISTEMONIKOS, The Cochrane Database of Systematic Reviews y LILACS. La calidad global fue evaluada usando la herramienta AMSTAR. Por medio de la literatura publicada, se respondió a la postura curricular de Tyler al describir las estrategias educativas, su evaluación e impacto de la evaluación según Kirkpatrick. Resultados. Se incluyeron siete revisiones sistemáticas; una de ellas obtuvo alta calidad metodológica. Según la literatura, un PRCD requiere una valoración continua de sus participantes. Las estrategias educativas más usadas fueron el taller y el seminario. Los temas que pueden incluirse en el PRCD son liderazgo, habilidades de enseñanza al lado del paciente, evaluación y retroalimentación. En la práctica, actividades pedagógicas similares a One-minute preceptor pueden ser fomentadas. El seguimiento de los PRCD requiere de la observación directa por medio de los OSTE (ejercicios de enseñanza estructurados y objetivos). Conclusiones. El PRCD tiene como finalidad la generación de momentos de enseñanza que alimenten la reflexión de la práctica pedagógica. El PRCD debe contar con estrategias educativas que aumenten la confianza en la enseñanza, habilidades pedagógicas y evaluaciones válidas de la práctica docente. Background. Part of the teaching-learning in medical residences is generated with the residence partners; Programs of resident- as-teachers (PRAT) strengthen this pedagogical practice. Objectives. To analyze curricular principles of a PRAT according to Tyler's posture and to identify educational strategies that change behavior in resident learning and educational organization according to Kirkpatrick model. Methods. A review of systematic reviews was conducted in MEDLINE, EMBASE, ERIC, EPISTEMONIKOS, The Cochrane Database of Systematic Reviews and LILACS. The overall quality was evaluated using the AMSTAR tool. Through the published literature, Tyler's curriculum posture was answered by describing educational strategies, their evaluation and impact of evaluation according to Kirkpatrick. Results. Seven systematic reviews were included; one of them obtained high methodological quality. According to the literature, a PRAT requires continuous evaluation of its participants. The most used educational strategies were the workshop and the seminar. Topics that can be included in PRAT are leadership, bedside teaching skills, evaluation, and feedback. In practice, pedagogical activities similar to One-minute preceptor can be encouraged. The monitoring of the PRCD requires direct observation through OSTE (Objective Structured Teaching Exercises). Conclusions. The PRAT aims to generate teaching moments that feed the reflection of pedagogical practice. The PRAT must have educational strategies that increase confidence in teaching, pedagogical skills, and valid assessments of teaching practice.

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“…25 Swainson and co-authors identified residents' difficulty in determining what to teach students and how to teach them. 26 In our survey psychiatry trainees rated themselves more confident in teaching the mental state examination and psychiatric history, the areas where they themselves are taught. They reported lower levels of confidence in approaching difficulties with students and in their overall view of themselves as educators.…”

Section: Psychiatry Trainees and Clinical Teachingmentioning

confidence: 92%

The role of trainees as clinical teachers of medical students in psychiatry

Hickie

Nash

Kelly

2013

Australas Psychiatry

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Psychiatric Residents as Teachers: Development and Evaluation of a Teaching Manual

Abstract: The development of, and the preliminary survey of this psychiatric resident teaching manual, is encouraging in furthering the development of future psychiatrist teachers.

Cited by 18 publications

References 14 publications

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Principios curriculares de un programa de residentes como docentes

The role of trainees as clinical teachers of medical students in psychiatry

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