A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring

Abstract

Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty mentors. Methods The curriculum allowed individualization to each specific resident's needs. The faculty mentor helped the resident set curricular goals, observed and provided feedback on resident facilitation of four MRs and one noontime conference, and reviewed adult learning principles with the resident. The curriculum guided the faculty and resident pair through leading MR and applied evidence to guide resident teaching. I surveyed resident teachers, the residents who attend MR, and faculty mentors to determine the curriculum's perceived educational impact. Results Over the 2010–2016 academic years, 124 senior residents participated. Senior residents self-reported significantly more confidence, interest, and preparedness for teaching after the curriculum. Trainees attending MR rated the quality of equal value after curriculum implementation, and responded that senior residents leading MR were more likely to give clear explanations, teach at an appropriate level, and were less likely to run out of time. Faculty mentors enjoyed participating and found the one-on-one mentorship relationship important for their satisfaction with the experience. Discussion Outcome data suggested that the mentorship relationship was the most important element of the curriculum and that flexibility was key to allowing individual needs to be met. The intervention is applicable to other residency programs and specialties, and faculty mentors are not required to have a medical education background.

Improvement of Radiation Oncology Standardized Residency Training Systems in Different Hospital Settings

“…A system of teacher admission and withdrawal, incentives, and assessment mechanisms should be established, and a platform to enhance the exchange of learning and experience among different bases should be constructed. Faculty training requires teachers to have uniform quali cations and familiarity with standard training systems [19,20].…”

Lessons Learned from a Novel Three-year Longitudinal Stepwise “Residents-as-Teachers” Program

“…As a result, “residents-as-teachers” (RaT) programs have gradually emerged since 1970 and increasing reports have depicted the design, experience, and effectiveness of RaT programs in various contexts. 6,8,12–32 In an evaluation report in 2017, over 80% of program directors (PDs) were found to implement RaT, an increase of 26.34% compared to 2000–2001. 33 These RaT programs were highly variable, from coaching one specific teaching skill in a specialty to a series of courses covering common teaching skills.…”

Training the Trainer: Preparing Anesthesiology Residents to be Trainers in the Operating Room

“…While the benefits of resident-as-teacher programs are well described for many specialties, anesthesiology remains underrepresented in this area. [1][2][3][4] Prior anesthesiology literature Citation: Huang J, Licatino L, Sims CR III. Training the trainer: preparing anesthesiology residents to be trainers in the operating room.…”

“…While the benefits of resident-as-teacher programs are well described for many specialties, anesthesiology remains underrepresented in this area. 1 – 4 Prior anesthesiology literature has focused on preparing residents to supervise a wide range of other health care professionals. 5 We believe that this workshop represents a unique contribution to the literature by specifically focusing on the transition from intern year into the operating room environment.…”