Residents as teachers and educators

Abstract

Residents who work with medical students or junior residents in a clinical setting need strong skills in establishing a positive learning climate, recognizing how much students look to them as role models, setting expectations, giving and receiving feedback, "on the fly" teaching in busy clinical settings, and a working knowledge of institutional goals and expectations for students and other learners. Depending on their teaching roles, they may also need skills in assessment, and didactic and small group teaching. Specific residents as teachers (RATs) content and learning objectives are informed by the learners and clinical settings in which residents teach. A successful RATs curriculum should include training in the One Minute Preceptor and include at least 3 hours of contact time (preferably 8-13 hours). A RATs curriculum should also include some level of pre- and post-assessment to ensure residents' needs are being met. A longitudinal experience with personal goal setting, active learning, reinforcement of key concepts and opportunities for observed, workplace teaching with feedback and reflection is the optimal model. The establishment of a Medical Educator Track (MET) can prepare interested residents for careers as faculty, which highlights the value afforded to education in a program. A sample MET curriculum based on our experience is outlined.