Preparing Emergency Medicine Residents as Teachers: Clinical Teaching Scenarios

Abstract

IntroductionPreparing residents for supervision of medical students in the clinical setting is important to provide high-quality education for the next generation of physicians and is mandated by the Liaison Committee on Medical Education as well as the Accreditation Council for Graduate Medical Education. This requirement is met in variable ways depending on the specialty, school, and setting where teaching takes place. This educational intervention was designed to allow residents to practice techniques useful while supervising medical students in simulated encounters in the emergency department and increase their comfort level with providing feedback to students.MethodsThe four role-playing scenarios described here were developed for second-year residents in emergency medicine at the Indiana University School of Medicine. Residents participated in the scenarios prior to serving as a supervisor for fourth-year medical students rotating on the emergency medicine clerkship. For each scenario, a faculty member observed the simulated interaction between the resident and the simulated student. The residents were surveyed before and after participating in the scenarios to determine the effectiveness of the instruction.ResultsResidents reported that they were more comfortable supervising students, evaluating their performance, and giving feedback after participating in the scenarios.DiscussionParticipation in these clinical teaching scenarios was effective at making residents more comfortable with their role as supervisors of fourth-year students taking an emergency medicine clerkship. These scenarios may be useful as part of a resident-as-teacher curriculum for emergency medicine residents.

A Novel Virtual Emergency Medicine Residents-as-Teachers (RAT) Curriculum

“… 13 In a 2017 survey, 80% of programs had a RAT curriculum; 90% of these curricula included lectures and approximately half included role-playing. 14 While RAT curricula have been studied extensively, the educational clearinghouses of MedEdPORTAL and the Journal of Education and Teaching in Emergency Medicine (JETem) have very few published RAT curricula that can be rapidly adopted by other programs. 14 – 21 Only one of these curricula is aimed specifically at EM residents.…”

“… 14 While RAT curricula have been studied extensively, the educational clearinghouses of MedEdPORTAL and the Journal of Education and Teaching in Emergency Medicine (JETem) have very few published RAT curricula that can be rapidly adopted by other programs. 14 – 21 Only one of these curricula is aimed specifically at EM residents. 14 The Emergency Department is a unique teaching environment, with variable pace, acuity, and patient volume, and therefore it is important to have curricula available that address the needs of residents specifically teaching in the ED.…”

“… 14 – 21 Only one of these curricula is aimed specifically at EM residents. 14 The Emergency Department is a unique teaching environment, with variable pace, acuity, and patient volume, and therefore it is important to have curricula available that address the needs of residents specifically teaching in the ED.…”

Pediatric Emergency Medicine Fellow Training for Bedside Teaching: A National Survey of Pediatric Emergency Medicine Fellows and Program Directors

“…The inclusion of teaching benchmarks in the Accreditation Council for Graduate Medical Education (ACGME) Milestone Project highlights the importance of training fellows to be effective teachers [6][7][8]. Several medical specialties have dedicated educator curricula or pathways to train students, residents, and fellows [9][10][11][12][13]. Fellowship training provides an important opportunity to hone the teaching skills of future clinician educators, and fellows believe that such training is crucial to their future careers [2,14].…”