Teach the teacher: Training otolaryngology fellows to become academic educators

Abstract

NA. Laryngoscope, 128:2034-2048, 2018.

A paired curriculum for surgical faculty and residents on adult education

“…The interactive, learner‐centered activities could be customized to each group of participants, enabling translation across specialties, programs, and institutions. These workshops for residents and faculty may be complementary to those described in a recent study on teaching otolaryngology fellows to be surgical educators 4 …”

“…These workshops for residents and faculty may be complementary to those described in a recent study on teaching otolaryngology fellows to be surgical educators. 4 Presently, this curriculum is slated to repeat every 3 years for Future modifications to this curriculum will be made in response to the feedback collected. This present curriculum separated resident and faculty learners as it was hypothesized that conversations would be more authentic among peers.…”

“…These workshops for residents and faculty may be complementary to those described in a recent study on teaching otolaryngology fellows to be surgical educators. 4 …”

Resident Physicians as Clinical Educators in Anesthesiology: A Narrative Review

“…Structured RaT programs may help address some of these barriers to PAL and are common across many clinical disciplines, 1,57 including primary care, 58 radiology, 59 neurology, 60 and multiple surgical subspecialties. [61][62][63][64] RaT interventions range from single-or multihour teaching seminars 59,63 to intensive multiday courses 65 and multimonth curricula 64,66 and may be offered at the departmental or institutional level. 67 Resources to guide these initiatives are increasingly available online and free of charge.…”

Research on Teacher Training of New Energy Automobile

“…Based on the above problems, this project takes "New Energy Vehicle Teacher Training" as an opportunity and aims at improve the teachers' level of New Energy Vehicle and implement the development requirements of New Energy Vehicle, formulate teacher training plans and measures, optimize the teacher structure, further improve the professional skills of teachers of New Energy Vehicle and promote the school-enterprise cooperation training mechanism, solve teachers' problems [2]. Due to the shortage of resources and low level, a high-level faculty should be built that can not only engage in the theoretical teaching of new energy automobile, but also have excellent professional technology to engage in practical teaching, so as to adapt to the training of new energy automobile talents.…”