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Resident as Teacher Curriculum

2015; Association of American Medical Colleges; Linguagem: Inglês

10.15766/mep_2374-8265.10001

2374-8265

Heather Harrell, Joyce E. Wipf, Paul Aronowitz, Joseph Rencic, David G. Smith, Susan Hingle, Donald R. Bordley, Paul E. Méndez, Eric Green, Erica Friedman, Tayloe H. Loftus, Richard Howard Simons, Rachel Stark, Yvonne Diaz, Warren Hershman,

Problem and Project Based Learning

OPEN ACCESSJanuary 19, 2015Resident as Teacher Curriculum Heather Harrell, MD, Joyce Wipf, Paul Aronowitz, Joseph Rencic, David Gary Smith, Susan Hingle, MD, Donald Bordley, Paul Mendez, MD, Eric Green, Erica Friedman, MD, Tayloe Loftus, Richard Simons, Rachel Stark, Yvonne Diaz, Warren Hershman Heather Harrell, MD University of Florida College of Medicine , Joyce Wipf University of Washington School of Medicine , Paul Aronowitz University of California, Davis, School of Medicine , Joseph Rencic Tufts University School of Medicine , David Gary Smith Abington Memorial Hospital , Susan Hingle, MD Southern Illinois University School of Medicine , Donald Bordley University of Rochester School of Medicine and Dentistry , Paul Mendez, MD University of Miami Leonard M. Miller School of Medicine , Eric Green Drexel University College of Medicine , Erica Friedman, MD Icahn School of Medicine at Mount Sinai , Tayloe Loftus State University of New York Upstate Medical University , Richard Simons Geisel School of Medicine at Dartmouth , Rachel Stark Harvard Medical School , Yvonne Diaz University of Miami Leonard M. Miller School of Medicine , Warren Hershman Boston University School of Medicine https://doi.org/10.15766/mep_2374-8265.10001 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis is a series of 10 modules developed to instruct residents how to teach within the constraints of a busy workday. The content emphasizes the application of teaching principles to common occurrences in an inpatient setting, such as oral presentations, reviewing progress notes, working up a new patient, and performing physical examinations. They are designed to have minimal didactic content and focus more on promoting discussions and providing skills practice. They are intended to be adapted to meet individual programs' needs and can also supplement existing resident-as-teacher programs. The authors have used these modules successfully at their own institutions and have received positive feedback from program directors who have used these modules successfully at their own institutions. They have been used as part of a formal resident-as-teacher program (both longitudinal programs and limited half-day workshops) and have been used to reinforce concepts later in training. The cases have also been incorporated into locally-developed modules as springboards for small-group discussion and skills practice. Educational Objectives By the end of these modules, residents should be able to teach within the constraints of a busy workday. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Resident as Teacher Instructor's Guide.docx A. Summary of Objectives for Resident as Teacher Curriculum.doc B. Interns as Teachers.pptx C. Teaching on New Admit.ppt D1. Feedback on the Fly.ppt D2. Feedback Scenarios.doc E. Teaching Professionalism.pptx F. Using RIME to Teach.pptx G1. Focusing and Teaching Physical Examination.ppt G2. Focusing and Teaching Physical Exam Cases.doc G3. Physical Exam Annotated Resources.doc H1. Making SOAPS SAFER AAIM.pptx H2. Skills Practice Scenarios for the 4C.doc H3. Transcripts of Actual Student Presentations.doc I1. Teaching from Review of the Progress Note.ppt I2. PN Teaching Template.doc I3. Sample Medical Student Progress Notes.pdf J. Clinical Reasoning102.pptx K. AAIM Conflict Resolution.ppt To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor's noteThis publication may contain technology or a display format that is no longer in use. CitationHarrell H, Wipf J, Aronowitz P, Rencic J, Smith DG, Hingle S, Bordley D, Mendez P, Green E, Friedman E, Loftus T, Simons R, Stark R, Diaz Y, Hershman W. Resident as Teacher Curriculum. MedEdPORTAL. 2015;11:10001. https://doi.org/10.15766/mep_2374-8265.10001 Copyright & Permissions© 2015 Harrell et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsResident as EducatorResident as TeacherResident EducationTeaching SkillsCurriculum Disclosures None to report. Funding/Support None to report. Prior Presentations Presented at: Clerkship Directors of Internal Medicine; October 16, 2004; Nashville, TN Making more (effective teaching) with less (time): a new approach to teaching residents to teach. Presented at: Alliance for Academic Internal Medicine; October 28, 2006; New Orleans, LA. More real time approaches to teaching residents how to teach: new teaching modules from the residents as teachers task force. Presented at: Alliance for Academic Internal Medicine; November 1, 2008; Orlando, FL. tabs.loading