3/14/2016 1 Implementation of a Resident as Teacher Curriculum Sarah Hall, D.O. Lora Cotton, D.O. By the end of the lecture, the learner will be able to: O Recognize the importance of implementing Resident as Teacher Curriculum into resident didactics O Describe how to implement this curriculum into resident didactics O Recognize the importance of becoming familiar with an evaluation of resident self-assessments before curriculum implementation O Recognize the importance of becoming familiar with AAIM Residents as Teacher Modules O Demonstrate one example of the curriculum centered around professionalism O Compare results of resident teaching self- assessment after curriculum implementation Importance O Residents spend 25 % of their time teaching O Residents DO NOT feel prepared to teach O Program Directors and Residency faculty often DO NOT have time to teach these skills O History of Resident as Teacher Curriculum
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3/14/2016
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Implementation of a Resident as Teacher
CurriculumSarah Hall, D.O.
Lora Cotton, D.O.
By the end of the lecture, the learner will be able to:
O Recognize the importance of implementing Resident as Teacher Curriculum into resident didactics
O Describe how to implement this curriculum into resident didactics
O Recognize the importance of becoming familiar with an evaluation of resident self-assessments before curriculum implementation
O Recognize the importance of becoming familiar with AAIM Residents as Teacher Modules
O Demonstrate one example of the curriculum centered around professionalism
O Compare results of resident teaching self-assessment after curriculum implementation
Importance
O Residents spend 25 % of their time teaching
O Residents DO NOT feel prepared to teach
O Program Directors and Residency faculty
often DO NOT have time to teach these
skills
O History of Resident as Teacher Curriculum
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Implementation
O Faculty interested in teaching the modules
O Time within existing didactic schedule to support the modules
O Must seek approval from Chair to implement at Department meetings
O 45-50 minutes/ module
O Large enough space to allow for small group learning when applicable
O Video equipment
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Sample schedule: Resident Didactics
O 11/20/15: Introduction to curriculum/
survey
O 1/15/16: Physical Exam
O 2/5/16: Oral presentation
O 2/12/16: Progress Notes
O 3/4/16: New patients
O 3/11/16: PGY 1’s as Teachers
Sample schedule: Faculty Department Meetings
O 12/18/15: Professionalism
O 1/29/16: Conflict resolution
O 2/26/16: Clinical Reasoning
O 3/25/16: Feedback/ survey
Resident Self Assessment
Have you ever received formal instruction on
teaching strategies? YES or NO
Have you ever been required to attend a
mandatory training session for improving your
teaching skills? YES or NO
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Resident Self Assessment
How comfortable are you with teaching
medical students?
Uncomfortable Comfortable
1 2 3 4 5 6 7
Resident Self Assessment
What areas would you like to receive more formal instruction in order to improve your teaching skills? Circle all that apply:
O Professionalism
O Clinical Reasoning
O Conflict resolution
O Physical Exam
O Progress Notes
O How to give effective feedback
O Oral presentation
O New Patients
O Teaching procedural skills
Resident Self Assessment
How comfortable are you observing and giving
feedback to a medical student after he/she
takes a patient’s history or performs a
procedure?
Uncomfortable Comfortable
1 2 3 4 5 6 7
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Resident Self Assessment
How well are you able to balance the needs of
your patients with the needs of your learners?
Definitely can do Definitely cannot do
1 2 3 4 5 6 7
Resident Self Assessment
How confident are you that you can engage
the quiet learners’ participation?
Definitely Absolutely
can do cannot do
1 2 3 4 5 6 7
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Resources available
O AAIM Modules: Alliance for Academic
Internal Medicine
O http://connect.im.org/p/cm/ld/fid=401
O Resident-as-Teacher DVD Series
O Available through MedED portal
AAIM Modules
Case Example Professionalism
O PowerPoint review
O Cases that reference professional and
unprofessional behaviors
O Small groups with a variety of training levels
O Attending
O 1st year
O 2nd year
O 3rd year
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Professionalism: Where is it?
O Everywhere, all day long!
O It is in everything that you see and do in the hospital—You are always on stage!
O What do students notice about the residents they work with?
O What do you notice about the students you work with?
O Opportunities to talk about professionalism: rounds, informal meetings, lunch, etc…
*Taken from AAIM Professionalism PowerPoint
Teaching Professionalism
O Make professionalism part of the usual dialogue on daily rounds
O Role modeling
O Point it out as it happens
O Attention to everyday interactions: O Between resident/student and the patient or
patient’s family
O Between resident/student and other health professionals
O Between resident/student and members of the team*Taken from AAIM Professionalism PowerPoint
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Case Discussion
O Now let’s practice
O A third-year resident on a busy inpatient
ward service leaves the hospital an hour
before the rest of his team because he has
an appointment. The resident leaves without
arranging coverage for himself or back-up
for his intern during the time he will be out
of the hospital.
Questions
O What behavior did you observe?
O What ethical principle did the behavior violate/risk? Demonstrate?
O What was the consequence of that behavior to the patient? To the individual doing the behavior?
O What (hidden) message was sent?
O How can you incorporate the lesson from this into your daily practice of medicine?
O What would you do the same/differently next time?
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Comparison of Results
Pre Implementation Post Implementation
ACOFP/ ACGME Competencies
O Patient Care
O Interpersonal and Communication Skills,
O Professionalism
O Practice-Based Learning and Improvement
Questions
O Sarah Hall, D.O.
O Assistant Professor of Family Medicine
O PD OMECO THC FM Residency
O Lora Cotton, D.O.
O Associate Professor of Family Medicine
O PD OSU Family Medicine Residency
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References
O AAIM Modules:
http://connect.im.org/p/cm/ld/fid=401
O MedEd Portal:
https://www.mededportal.org/publication/1
0152
O https://www.mededportal.org/publication/1
0001
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