Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development

Abstract

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions.The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers.Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.

Focused Teaching Improves Medical Student Professionalism and Data Gathering Skills in the Emergency Department

“…Our study is unique in that it is one of a few studies in the body of resident as teacher literature that attempts to demonstrate a change in learner behavior after initiating an RTP [12,17-19]. The majority of resident as teacher studies have focused on improving residents’ teaching skills through direct observation and surveying medical students’ perception of their own learning [19-20].…”

“…Our study is unique in that it is one of a few studies in the body of resident as teacher literature that attempts to demonstrate a change in learner behavior after initiating an RTP [12,17-19]. The majority of resident as teacher studies have focused on improving residents’ teaching skills through direct observation and surveying medical students’ perception of their own learning [19-20]. Additionally, rather than a focus on a mastery of a single procedure or skill, our study attempts to measure impact of the RTP in both traditional clerkship areas (such as medical knowledge, data gathering, and emergency management), as well as in the broader array of relational skills (namely professionalism and communication) necessary to succeed in the clinical work environment in which we operate today.…”

Curated collection for clinician educators: Six key papers on residency recruitment

“…Descriptive statistics were calculated using Google Sheets. The same methodology has been utilized in previous editions of the Curated Collections for Educators series 6‐11 …”

“…The same methodology has been utilized in previous editions of the Curated Collections for Educators series. [6][7][8][9][10][11]…”

Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills)

“…The postgraduate medical student is unique because they are students trying to acquire competence in their concerned specialty and also a resident doctor, at the same time having the additional responsibility of coaching undergraduate medical students. [ 2 ] Often, postgraduates are entrusted with small-group teaching in tutorials, laboratory, or bedside teaching. [ 3 ] Postgraduate medical curriculum is usually devoted to developing competencies in the specialty concerned, patient care, and submitting dissertations.…”