Residents-as-Teachers Programs in Psychiatry: A Systematic Review

Dewey, Charlene M.; Coverdale, John; Ismail, Nadia; Culberson, John; Thompson, Britta M.; Patton, Cynthia S.; Friedland, Joan A.

doi:10.1177/070674370805300202

Cited by 32 publications

(27 citation statements)

References 25 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. However, while residents look forward to their roles as peer teachers, many express views on the importance of providing teaching opportunities to students during medical school (Mann et al 2007).…”

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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“…[8][9][10][11][12] However, less is known about how physicians undertake supervision as well as their perceptions of supervision. 13 Irby has argued that we need a better understanding of supervisors' knowledge and reasoning with regards to what enabled them to be good supervisors; how they used their knowledge to target their learners' needs and how they made learning meaningful and enjoyable.…”

Section: Introductionmentioning

confidence: 99%

The experience of physician supervisors with clerkship students: a qualitative study

Silén

Kiessling

Spaak

et al. 2011

Int. J. Medical Education

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Objectives: The purpose of this study was to describe fulltime physicians' conceptions of being clinical supervisors when introducing students to professional practice and having dedicated time with their students without the distraction of other clinical duties. Methods: The study was conducted during 2009 at Danderyd University Hospital in Stockholm, Sweden where 61 physicians have had the role of full-time supervisors. Nineteen of these physicians, both male (n = 9) and female (n = 10) varying in age and experience, were interviewed regarding their experience following supervision of firstyear clerkship students which were undertaking five weeks of introductory course in clinical skills. The interviews were transcribed verbatim and thematised using inductive content analysis according to theoretical assumptions of communication theory. Results: Being present in the moment and not having to worry about other clinical duties was identified as the most fundamental theme for supervision. Participants stressed the importance of dedicated time to fulfil their role. Three other themes: being a catalyst for learning; being an expert; and supporting students' sense of coherence, revealed how supervisors support student learning in different ways. Conclusions: Full-time supervision allowed physicians to pay close attention to the student's learning process as well as their interaction with patients or PBL group members. They were able to use their experience and expertise to engage students in their own learning and to give skilful feedback. Furthermore, they were able to create a coherent learning environment for students to realise the true meaning of being a doctor. These factors may become important in design of clinical courses.

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“…Some studies mentioned them i.e. hospital settings (n = 7) [17,18,34,41-44] and outpatient settings (n = 2) [24,47]. Ten papers studied a mixed setting [23,25,26,28,30,32,36,38-40] (i.e.…”

Section: Resultsmentioning

confidence: 99%

Evidence based post graduate training. A systematic review of reviews based on the WFME quality framework

et al. 2011

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BackgroundA framework for high quality in post graduate training has been defined by the World Federation of Medical Education (WFME). The objective of this paper is to perform a systematic review of reviews to find current evidence regarding aspects of quality of post graduate training and to organise the results following the 9 areas of the WFME framework.MethodsThe systematic literature review was conducted in 2009 in Medline Ovid, EMBASE, ERIC and RDRB databases from 1995 onward. The reviews were selected by two independent researchers and a quality appraisal was based on the SIGN tool.Results31 reviews met inclusion criteria. The majority of the reviews provided information about the training process (WFME area 2), the assessment of trainees (WFME area 3) and the trainees (WFME area 4). One review covered the area 8 'governance and administration'. No review was found in relation to the mission and outcomes, the evaluation of the training process and the continuous renewal (respectively areas 1, 7 and 9 of the WFME framework).ConclusionsThe majority of the reviews provided information about the training process, the assessment of trainees and the trainees. Indicators used for quality assessment purposes of post graduate training should be based on this evidence but further research is needed for some areas in particular to assess the quality of the training process.

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Residents-as-Teachers Programs in Psychiatry: A Systematic Review

Cited by 32 publications

References 25 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

The experience of physician supervisors with clerkship students: a qualitative study

Evidence based post graduate training. A systematic review of reviews based on the WFME quality framework

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