‘So you want to be a clinician-educator …’: Designing a clinician-educator curriculum for internal medicine residents

Heflin, Mitchell T.; Pinheiro, Sandro O.; Kaminetzky, Catherine P.; McNeill, Diana

doi:10.1080/01421590802516772

Cited by 53 publications

(31 citation statements)

References 13 publications

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“…Participants provided informed consent at the time of their enrolment. We chose topics to provide a sampling of those in similar programmes, emphasising career development and teaching strategies . The sessions included:…”

Section: Methodssupporting

confidence: 83%

Bridging the gap for future clinician‐educators

Dilly

Carlos

Hoffmann‐Longtin

et al. 2017

The Clinical Teacher

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Our findings suggest that a clinician-educator training pathway that draws from multiple subspecialties has the potential to improve recruitment, provide needed career counselling and skills development to trainees, and to build a community of educators that will benefit the institution. Important insights from pilot participant interviews will inform the programme design, in order to keep trainees engaged and overcome logistical challenges.

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Section: Methodssupporting

confidence: 83%

Bridging the gap for future clinician‐educators

Dilly

Carlos

Hoffmann‐Longtin

et al. 2017

The Clinical Teacher

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“…Formal instruction, based on effective teaching methods, is critical for resident teachers. Also, effective support and development opportunities should be provided [23–25]. …”

Section: Discussionmentioning

confidence: 99%

Results of a survey by the European Society of Radiology (ESR): undergraduate radiology education in Europe—influences of a modern teaching approach

2012

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ObjectivesThe purpose of the present study is to determine in what way a conventional versus a modern medical curriculum influences teaching delivery in formal radiology education.MethodsA web-based questionnaire was distributed by the ESR to radiology teaching staff from 93 European teaching institutions.ResultsEarly exposure to radiology in pre-clinical years is typically reported in institutions with a modern curriculum. The average number of teaching hours related to radiology is similar in both curriculum types (60 h). Radiology in modern curricula is mainly taught by radiologists, radiology trainees (50%), radiographers (20%) or clinicians (17%). Mandatory clerkships are pertinent to modern curricula (55% vs. 41% conventional curriculum), which start in the first (13% vs. 4% conventional curriculum) or second year of the training (9% vs. 2% conventional curriculum). The common core in both curricula consists of radiology examinations, to work with radiology teaching files, to attend radiology conferences, and to participate in multidisciplinary meetings.ConclusionThe influence of a modern curriculum on the formal radiology teaching is visible in terms of earlier exposure to radiology, involvement of a wider range of staff grades and range of profession involved in teaching, and radiology clerkships with more active and integrated tasks.Main Message• This study looks at differences in the nature of formal radiology teaching.

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“…A limited number of such pathways have been developed and reported in the internal medicine and psychiatry literature, though none in radiology (15, 16). …”

Section: The Current State Of Radiology Residenciesmentioning

confidence: 99%

Clinician-Educator Pathway for Radiology Residents

et al. 2011

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Faculty clinician-educator tracks have become increasingly common at US academic medical centers. Though many radiology faculty members belong to such tracks, there is little training in radiology residencies to prepare residents to take on these roles. The authors present a summary of a novel radiology residency Clinician-Educator Pathway (CEP) developed and piloted at our institution. The key components of the pathway include protected time to work on a substantive education project and a small number of high-quality didactic lectures. Publication/presentation in some form is expected. The pathway includes regular mentorship from highly-regarded clinician-educators, as well as didactic training in education techniques and skills. A formal application process was established, as were methods of evaluation during and after the experience.

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‘So you want to be a clinician-educator …’: Designing a clinician-educator curriculum for internal medicine residents

Abstract: This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.

Cited by 53 publications

References 13 publications

Bridging the gap for future clinician‐educators

Bridging the gap for future clinician‐educators

Results of a survey by the European Society of Radiology (ESR): undergraduate radiology education in Europe—influences of a modern teaching approach

Clinician-Educator Pathway for Radiology Residents

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