Background:

Residents are pivotal individuals in the clinical teaching of medical students and fellow residents. Studies indicate:

• Residents spend 20 percent of their time on teaching activities of some kind
• Residents conduct more teaching at the bedside than attending physicians
• Medical students estimate that one-third of their clinical knowledge is directly attributed to resident teaching

Residents are "teaching" whether they are aware of it or not, and role modeling of behavior is one of the most powerful and important responsibilities of the resident. Despite their significant role in the clinical education of medical students and fellow housestaff, few residents receive formal instruction on how to teach. This is beginning to change as more than 55 percent of residency programs are offering residents formal instruction on teaching skills.

Program Workshop Format: PGY-1

Residents' Skills Workshop:

• Consists of one four-hour afternoon workshop in the late spring of the PGY-1 year
• Utilizes a mix of educational strategies to address the skill sets that interns will need to possess as they make the transition to their role as resident

Learning Objectives:

At the conclusion of the workshop, a resident will be able to:

• Articulate understanding of team management and learning climate concepts
• Communicate elements of teaching micro-skills
• Express strategies for teaching procedures
• Demonstrate effective feedback and evaluation skills
• Achieve confidence in transition to supervising patient care
  

Schedule:

1:00 -2:00pm Learning Climate and Role Modeling
2:00 -3:00pm Teaching Micro-skills
3:00 -3:15pm Break
3:15 -4:00pm Giving Effective Feedback: concepts and strategies
4:00-4:20pm Strategies for Teaching Procedures
4:20 -4:30pm Wrap-up and program evaluation form completion

Program Workshop Format: PGY-2

Feedback and Evaluation Workshop:

• Consists of one four-hour afternoon workshop early in the fall of the PGY2 year
• Focuses on the concept of effective feedback and evaluation

Learning Objectives:

At the conclusion of the workshop, a resident will be able to:

• Articulate a working definition of feedback
• State the importance of setting a learning agenda for giving formative feedback
• Demonstrate effective feedback skills in video-recorded exercises and feedback session
• Analyze effective components of giving feedback
  

Schedule:

1:00 -1:30pm Giving Effective Feedback: concepts and strategies
1:30 - 1:45pm Practice Session: Harrell Center Standardized Student Interactions
1:45 - 2:30pm Break
2:30-4:20pm Small group discussion with faculty facilitator reviewing video-recorded interactions
4:20-4:30pm Wrap-up and program evaluation form completion

Recognition:

Residents will receive a certificate of attendance upon completion of each workshop. Residents who have completed both PGY-1 and PGY-2 workshops will be invited during their PGY-3 year to participate as facilitators in the workshops, thereby gaining reinforcement of the skills and knowledge acquired earlier.

Bibliography:

1. Greenberg, LW. et al. Teaching in the clinical setting: factors influencing residents' perceptions, confidence and behaviors. Med Education. 1984; 18:360-5
2. Treemonti, LP. Biddle, WB. Teaching behaviors of residents and faculty members. J Med Educ. 1982; 57: 854-9
3. Bing-You, RG. et al. Medical students' perceptions of themselves and residents as teachers. Med Teach. 1992; 14: 133-8
4. Morrison, EH. et al. Resident-as-teachers training in U.S. residency programs and offices of graduate medical education. Acad Med. 2001; 76: S1-S4.
5. Wamsley, MA. et al. A literature review of "Resident-as-Teacher" curricula: Do teaching courses make a difference? J Gen Intern Med. 2004; 19:574-581.
   

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