2019
DOI: 10.1016/j.jpeds.2019.04.003
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Making the Consult Interaction More Than a Transaction: Helping Fellows Be Better Teachers and Residents Be Better Learners

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Cited by 4 publications
(3 citation statements)
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“…This is important because providing education during the consultation process is often put off due to lack of time or understanding of education methods, and is voluntary. Consultation is a valuable opportunity for both fellows and residents [ 11 ]. Several studies have highlighted educational interventions that can improve the quality of resident consultation requests, such as CONSULT by Podolsky et al, [ 12 ] and the delivery of resident education by fellows [ 13 ]; yet, not many institutes have actively adopted these initiatives.…”
Section: Introductionmentioning
confidence: 99%
“…This is important because providing education during the consultation process is often put off due to lack of time or understanding of education methods, and is voluntary. Consultation is a valuable opportunity for both fellows and residents [ 11 ]. Several studies have highlighted educational interventions that can improve the quality of resident consultation requests, such as CONSULT by Podolsky et al, [ 12 ] and the delivery of resident education by fellows [ 13 ]; yet, not many institutes have actively adopted these initiatives.…”
Section: Introductionmentioning
confidence: 99%
“…A potential reason for perceived pushback may stem from suboptimal communication skills, which impact our ability to clearly relay findings and recommendations to the primary team [ 12 ]. A consultant can prevent miscommunication by explicitly expressing willingness to help and immediately agreeing to the consult request [ 7 , 13 ]. The relationships we build during consults are critical for future collaborations between dermatologists and other fields and help ensure that the patients receive appropriate care.…”
Section: Introductionmentioning
confidence: 99%
“…The role of fellows as resident supervisors on inpatient subspecialty rotations is an example of a near-peer learning dynamic because fellows are “neither professional educators nor experts in a given field; they teach their peers or junior learners while they themselves continue to learn.” 3,4 Possible advantages of the near-peer learning dynamic include the increased comfort of learners in sharing areas of weakness and the ability of near-peer educators to detect learners who are having difficulty. 3 Although there has been significant focus on the fellow–resident interaction during subspecialty consultations, 5–9 a related but different near-peer learning dynamic, the same attention has not been paid to the role of fellow as resident supervisor on inpatient subspecialty rotations. Although fellows are expected to supervise residents, 2 they receive little training on how to be successful in this role, and unlike faculty 10 and senior residents, 11 for whom there is evidence to inform best supervisory practices, to our knowledge, no such data exist for fellows.…”
mentioning
confidence: 99%