Resident / Clinical Teaching Skills Programs
Description: An online resident training and faculty development program for teaching faculty and resident to excel as educators, co-sponsored by CREOG and APGO. The complete REFEREE program is designed to provide faculty and residents with the instructional materials and resources needed to conduct and administer learning and assessment activities at their institutions.
University of California, Irvine, College of Medicine
Description: This is an interdisciplinary -service learning project for primary care resident physicians at the UCI. This longitudinal teaching skills program for generalist residents can be conducted by residency faculty in about 15 hours, primarily during one-hour conferences. During each session, interdisciplinary groups of residents discuss teaching skills and actively practice the skills in pairs or trios. Each resident teaches "standardized learners" (portrayed by classmates using teaching cases) for approximately ten minutes per session, and then receives feedback using checklists based on the Stanford Faculty Development Program.
Bringing Education & Service Together (BEST) Programs
(Available through MedEdPORTAL)
Morrison E. Bringing Education and Service Together (BEST): Resident Physicians' Curriculum in Clinical Teaching Skills. MedEdPORTAL; 2005. Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=104
Description: (requires a guest log-in for limited access; a subscription may be purchased for full access): These competency modules take less than 30 minutes to complete-some as little as 15 minutes. Each module is available in four different formats: print, CD, web, or PDA. In this course, faculty will provide you with tips on a wide range of topics, from giving effective feedback to overcoming teaching challenges faced by physicians.
The Faculty Development unit of the London Deanery
Description: This public website developed by the London Deanery provides a single point of access to a range of development opportunities for its educational network.
Available within above resource:
Clinical Teaching Made Easy - British Journal of Hospital Medicine series 2009
Clinical teaching made easy covers the essentials of workplace-based teaching and training. Clinical teaching made easy is based on London Deanery's successful suite of e-learning modules for clinical teachers.Article 1 - 'Teaching the teachers: no longer an optional extra ' , Professor T Swanwick.
Article 2 - 'Giving effective feedback ' , Professor J McKimm.
Article 3 - 'Supervision ' , Dr H Halpern & Professor J McKimm.
Article 4 - 'Workplace-based assessment ' , Professor T Swanwick & Dr Nav Chana
Article 5 - 'Assessing learning needs ' , Professor J McKimm & Professor T Swanwick
Article 6 - 'Setting learning objectives ' , Professor J McKimm & Professor T Swanwick
Article 7 - 'Improve your lecturing ' , Professor J McKimm & Mr S Held
Article 8 - 'Managing the appraisal ' , Professor J McKimm & Mr D Parkin
Article 9 - 'Careers support ' , Dr C Elton
Article 10 - 'Small group teaching ', Professor J McKimm & Mrs C Morris
Article 11 - 'Curriculum and course design ' , Professor J McKimm & Dr M Barrow
Article 12 - 'E-learning in clinical teaching ', Profesor J McKimm & Dr I Doherty
Article 13 - 'Facilitating learning in the workplace ' , Mrs C Morris
Article 14 - ' Mentoring ', Professor J McKimm & Dr R Viney
Article 15 - 'Professional development for medical educators ' , Professor J McKimm & Professor T Swanwick
Article 16 - 'Assuring and maintaining quality in clinical education ' , Professor J McKimm & Dr M Barrow
University of California, Irvine, College of Medicine
Description: This website is a collaborative effort between UCI and the Graduate Medical Education (GME) Section of the Association of American Medical Colleges (AAMC).
University of Missouri, School of Medicine
Description: This site was created for faculty and resident physicians with teaching responsibilities in addition to their clinical responsibilities. The instructional topics are presented as modules, taking approximately 20-minutes or less to complete.
Teacher's Guide: Resident Teaching Development Program
Institute for Medical Education , Mount Sinai School of Medicine
Description: The Resident Teaching Development Program (RTDP) was created to provide introductory teaching skills instruction to residents in any specialty. Our goal was to improve the quality of clinical teaching at Mount Sinai Hospital and its affiliates. Given that residents do the majority of teaching to students and junior residents, we decided to devote our efforts towards enhancing our residents' teaching skills. The Teach the Teacher program trains faculty to facilitate, implement and sustain the RTDP in their own departments. This teacher's guide was developed to help faculty facilitators in this process.
Journal Articles & Reports
- Busari JO, Scherpbier AJJA, Van der Vleuten CPM, Essed GGM, Rojer R. A Description of a Validated Effective Teacher-training Workshop for Medical Residents. Med Educ Online 2006 11:15. Available at http://www.med-ed-online.org
- Cullimore AJ, Dalrymple JL, Dugoff L, Hueppchen NA, Casey PM, Chuang AW, Espey EL, Hammoud MM, Kaczmarczyk JM, Katz, NT, Nuthalapaty FS, Peskin EG. The Obstetrics and Gynaecology Resident as Teacher. J Obstet Gynaecol Can 2010;32(12):1176-1185.
- DaRosa, DA, Folse JR, Illinois, Sachdeva AK, Dunnington GL, Reznick R, Description and Results of a Needs Assessment in Preparation for the -Surgeons as Educators¡¬ Course. Am J Surg 1995,169:410-413.
- Dewey CM, Coverdale JH, Ismail NJ, Culberson JW, Thompson BM, Patton CS, Friedland JA. Residents-as-Teachers Programs in Psychiatry: A Systematic Review. Can J Psychiatry. 2008 Feb;53(2):75-6.
- Hill AG, Yu T-C, Barrow M, Hattie J. A systematic review of resident-as-teacher programmes. Med Educ 2009;43:1129-40.
- Katz NT, McCarty-Gillespie L, Magrane DM. Direct observation as a tool for needs assessment of resident teaching skills in the ambulatory setting. Am J Obstet Gynecol 2003;189:684-7.
- Lacasse M, Routhier G, LeBlanc P, Théorêt J, Glenn J and Ratnapalan S. Teaching Residents to Teach: Do Program Directors and Trainees Agree on Format and Content? CMEJ 2010, 1(1):e18-e28. Available at http://www.cmej.ca
- Mann K V, Sutton E, Frank B. Twelve tips for preparing residents as teachers. Med Teach 2007. 29 (4):301-306.
- Morrison EH, Friedland JA, Boker J, Rucker L, Hollingshead J, Murata P. Residents-as-teachers training in U.S. residency programs and offices of graduate medical education. Acad Med 2001;76:S1-4.
- Morrison EH, Hafler JP. Yesterday a learner, today a teacher too: Residents as teachers in 2000. Pediatrics 2000;105:238-241.
- Moser EM, Kothari N, Stagnaro-Green A. Chief residents as educators: an effective method of resident development. Teach Learn Med. 2008;20:323-328.
- Ogunyemi D, Fung E, Alexander C, Finke D, Solnik J, Azziz R. A Faculty and Resident Development Program to Improve Learning and Teaching Skills. Journal of Graduate Medical Education: September 2009, Vol. 1, No. 1, pp. 127-131.
- Post RE, Quattlebaum RG, Benich JJ. Residents-as-teachers curricula: A critical review. Aced Med 2009;84:374-380.
- Scott JR and Medio FJ. Resident Teaching Skills Courses: What is the Evidence for Effective Instruction? ACGME Bulletin, September 2008, 19-22.
- Weissman MA, Bensinger L, Koestler JL. Resident as teacher: educating the educators. Med Educ. 2006;40;1140.