| Recommendations
Developed by the National Special Interest Group for Residents’ Teaching
Skills, Group on Educational Affairs, Association of American Medical Colleges,
at the National Meeting, Washington, D.C., November, 1995.
This is currently the Residents’ Teaching Skills Project Group of the
National GEA/GME Section.
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| I.
IN PREPARATION |
A. Seek the commitment of others to increasing the awareness of the
importance of
residents as teachers
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B. Obtain or offer administrative support
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C. Reflect upon/use your own teaching skills and Faculty Development
Programs
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D. Learn about the context and the environment in which your residents'
teach
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E. Identify individuals who are interested and willing to
help(Faculty,
Chief Residents,
Program or Clerkship Directors, Deans, etc.)
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| F. Learn what others have
done(Bibliography, Resources, colleagues)
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G.
Identify recognized problems in the residents' current teaching
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| II.
PLANNING
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A.
Discuss specific needs with residents, chief residents and faculty
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| B.
Use their ideas and get them involved
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| C.
Be flexible and tailor your program to specific needs
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D.
Structure
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1.
Who - residents
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a. Single vs. multiple discipline
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b. Single vs. multiple levels of training
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2. Who - teachers
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a. You and other members of the faculty
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b. Faculty from other departments
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c. Chief residents
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d. Can use medical students for feedback
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3.
When
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a. One or two long sessions
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b. Multiple short sessions
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4. Where(away from immediate clinical setting)
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a. Off campus
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b. Medical school or academic office
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c. Hospital(s)
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III.
CONTENT AND DESIGN
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A. Essentials
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1. Food
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2. Coverage
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B. Content-See Table I
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1. Fundamental teaching concepts and skills
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2. Department/specialty specific
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C. Format
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1. Annual one-time meeting
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2. Spread throughout year
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3. Strategies - see Table II
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| IV.
EVALUATION
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A. Student evaluations, before and after
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B. Resident self-evaluations
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C. Faculty evaluations
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D. Outcome studies
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E. Fix a problem identified in
I.G. above, and make it clear you did
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F. Ongoing reflection on teaching with feedback
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Compiled
by Linda S. Snell, M.D.. with revisions/additions by Joan A. Friedland, M.D.,
M.P.H.
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TABLE
II
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TEACHING
STRATEGIES
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1.
Interactive small group conferences
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A. Sub-grouping(such as "buzz-games")
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| 2.
One-on-one observation with evaluation/feedback
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A. at bedside, in clinic
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B. role play
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| 3.
Videotape
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A. live
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B. role play
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C. resource tapes
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| 4.
Prepared teaching scenarios
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| 5.
Didactic presentations
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6.
Combinations of above-to constitute a session, workshop or retreat
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TABLE
I |
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CONCEPTS
AND SKILLS
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CONTENT
SUGGESTIONS |
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TEACHING
SKILLS DEVELOPMENT
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| 1.
Adult
learning concepts, modeling
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| 2.
Orientation
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| 3.
Feedback
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| 4.
Student
Evaluation
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| 5.
Teaching
one-on-one
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| 6.
Teaching
procedures |
| 7.
Teaching
on rounds
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| 8.
Bedside
Teaching
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| 9.
Clinic
Teaching
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| 10.
Teaching
with time constraints
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| 11.
Talks
and presentations
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| 12.
Independent
(Self-directed) learning
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| 13.
Motivating
Students
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| 14.
The
problem student
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MANAGEMENT
AND TEAM WORK
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| 1.
Team Skills, conflict resolution
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| 2.
Interactions-peers, consultants
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| 3.
Time management/structure of workday
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| 4.
Education Management
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| 5.
Individual case management
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6.
Support/supervisory structure
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PERSONAL
AND INTERPERSONAL PROFESSIONAL GROWTH
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| 1.
Introduction to psychology of Internship/Residency
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| 2.
Uncertainty/Responsibility/Errors
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| 3.
Dealing with death and dying
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| 4.
Personal/Family Life
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| 5.
Stress Awareness/Reduction
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| 6.
Substance abuse/Impaired physician |
| 7.
Cultural differences/needs-patients, peers and
others
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| 8.
The difficult patient |
