Best Practices in Teaching Residents on Internal Medicine Wards

Abstract

Background: Faculty development in clinical teaching can be challenging due to time constraints with limitations of evaluative and educational processes.

Point‐counterpoint: Should teaching hospitalists be required to provide direct care?

“…It is essential to recognize that knowing how to do a task does not imply that one can effectively teach and develop a learner's competence in that same task 4 . Telling is not teaching, and listening is not learning.…”

“…Furthermore, time spent on a direct care service may even detract from valuable opportunities to develop their expertise as educators. Learners may, and likely do, benefit from supervision by hospitalists from a diversity of clinical backgrounds within hospital medicine, provided that all are committed to a hands‐on approach to teaching and feedback around systems‐based practice, communication, and interprofessional care 4 . Ultimately, time is a fixed resource, and there are trade‐offs and benefits to teaching hospitalists spending time on direct care services, and there may not be a “one‐size‐fits‐all” solution for all teaching hospitalists.…”

“…It is essential to recognize that knowing how to do a task does not imply that one can effectively teach and develop a learner's competence in that same task. 4 Telling is not teaching, and listening is not learning. The nonclinical repertoire of knowledge, skills, and attitudes required of a hospitalist educator is expansive and must be practiced, cultivated, and honed.…”