HMS Academy

Resident as Teacher:Training the Next Generation of

Medical Educators

HMS Academy

February 14, 2013

HMS Academy

Resident as Teacher (RAT)

HMS Academy

Active Learning (and Teaching Others) Is Most Effective Learning

• Lecture 5%• Reading 10%• Audio-visual 20%• Demonstration 30%• Discussion Group

50%

• Practice by Doing 75%

• Teach others Teach others (immediate use of (immediate use of learning) 90%learning) 90%

KNOWLEDGE RETENTION RATES

National Training Laboratories, Bethel, Maine

HMS Academy

Thanks!

• Co-chairs: Tracey Cho, Hope Ricciotti

• Faculty workshop leaders

• Lisa Frontado and HMS Academy Staff

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RAT will make our students (and RAT will make our students (and residents) better physiciansresidents) better physicians

• Residents are “front line” clinical teachers• Residents spend up to 25% of time teaching• Medical students attribute one-third of their

knowledge to teaching from residents• Residents offer unique perspective to link new

clinical knowledge to recent experience• Residents with better teaching skills will ideally

lead to better physicians and health outcomes

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LCME Requires RATLCME Requires RAT• LCME Educational Directive 24: “Residents …

must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and assessment … There should be central monitoring of the level of residents’ participation in activities to enhance their teaching and assessment skills. There should be formal evaluation [of these skills] with opportunities provided for remediation...if needed.”

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The ACGME Requires RATThe ACGME Requires RAT

• The ACGME considers teaching skills a core competency

• Practice Based Learning and Improvement competency: Residents must develop the skills to “participate in the education of patients, families, students, residents, and other health professionals.”

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Academy Best Practice Checklist Training Residents as Teachers

New Housestaff Orientation in TeachingDidactic Curriculum in Teaching SkillsGrand Rounds on Medical EducationEvaluation of TeachingCertificate of TeachingTeaching AwardsFaculty Development in Medical EducationProgram Evaluation/Climate

Teaching Tip Herbs and Spices

• Even high quality food tastes bland without some salt, pepper, herbs and spices

• Too much salt, too many herbs or too much spice will turn a good meal into a horrible one.

• The tips and techniques you learn today can turn your medical knowledge into power medical education.

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HMS Academy

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ReferencesReferences• Common Program Requirements: General Competencies.

Accreditation Council for Graduate Medical Education, 2007. (Accessed December 12, 2010, at http://www.acgme.org/outcome/comp/compFull.asp.)

• Bing-You RG, Tooker J. Teaching skills improvement programmes in US internal medicine residencies. Med Educ 1993;27(3):259-65.

• Busari JO, Prince KJ, Scherpbier AJ, Van Der Vleuten CP, Essed GG. How residents perceive their teaching role in the clinical setting: a qualitative study. Medical teacher 2002;24(1):57-61.

• Standards for Accreditation of Medical Education Programs Leading to the M.D. Degree. Liason Committee on Medical Education, 2007. (Accessed December 12, 2010, at http://www.lcme.org/standard.htm.)