Journal of General Internal Medicine

, Volume 32, Issue 8, pp 948–952 | Cite as

The SGIM TEACH Program: A Curriculum for Teachers of Clinical Medicine

  • Christopher L. Knight
  • Donna M. Windish
  • Steven A. Haist
  • Reena Karani
  • Shobhina Chheda
  • Michael Rosenblum
  • Preetha Basaviah
  • Abby L. Spencer
  • Eva M. Aagaard
Innovation and Improvement: Innovations in Medical Education

Abstract

Background

Demand for faculty with teaching expertise is increasing as medical education is becoming well established as a career pathway. Junior faculty may be expected to take on teaching responsibilities with minimal training in teaching skills.

Aim

To address the faculty development needs of junior clinician-educators with teaching responsibilities and those changing their career focus to include teaching.

Setting

Sessions at two Society of General Internal Medicine (SGIM) annual meetings combined with local coaching and online learning during the intervening year.

Participants

Eighty-nine faculty scholars in four consecutive annual cohorts from 2013 to 2016.

Program Description

Scholars participate in a full-day core teaching course as well as selective workshops at the annual meetings. Between meetings they receive direct observation and feedback on their teaching from a local coach and participate in an online discussion group.

Program Evaluation

Sessions were evaluated using a post-session survey. Overall content rating was 4.48 (out of 5). Eighty-nine percent of participants completed all requirements. Of these, 100% agreed that they had gained valuable knowledge and skills.

Discussion

The TEACH certificate program provides inexperienced faculty teachers an opportunity to develop core skills. Satisfaction is high. Future research should focus on the impact that this and similar programs have on teaching skills.

KEY WORDS

curriculum faculty development clinician-educator teaching skills 

Supplementary material

11606_2017_4053_MOESM1_ESM.pdf (607 kb)
ESM 1(PDF 606 kb)

References

  1. 1.
    Liaison Committee on Medical Education. Functions and structure of a medical school. Available at: http://www.lcme.org/publications/functions.pdf. Accessed October 24, 2014.
  2. 2.
    Accreditation Council for Graduate Medical Education. ACGME Common Program Requirements. Available at: http://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRs_07012016.pdf. Accessed March 17, 2017.
  3. 3.
    Roberts DH, Schwartzstein RM, Weinberger SE. Career development for the clinician-educator. Optimizing impact and maximizing success. Ann Am Thorac Soc. 2014;11(2):254–9.CrossRefPubMedGoogle Scholar
  4. 4.
    Sabel E, Archer J, Early Careers Working Group at the Academy of Medical Educators. “Medical education is the ugly duckling of the medical world” and other challenges to medical educators’ identity construction: a qualitative study. Acad Med J Assoc Am Med Coll. 2014;89(11):1474–80.CrossRefGoogle Scholar
  5. 5.
    Atasoylu AA, Wright SM, Beasley BW, et al. Promotion criteria for clinician-educators. J Gen Intern Med. 2003;18(9):711–6.CrossRefPubMedPubMedCentralGoogle Scholar
  6. 6.
    Flanders SA, Centor B, Weber V, McGinn T, DeSalvo K, Auerbach A. Challenges and opportunities in Academic Hospital Medicine: report from the Academic Hospital Medicine Summit. J Hosp Med. 2009;4(4):240–6.CrossRefPubMedGoogle Scholar
  7. 7.
    Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med J Assoc Am Med Coll. 2004;79(10 Suppl):S70–81.CrossRefGoogle Scholar
  8. 8.
    UC Berkeley Graduate Student Instruction Teaching & Resource Center. Social Constructivism. Available at: http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/. Accessed March 17, 2017.
  9. 9.
    Zenni E, Hageman H, Hafler J, Gusic M. Peer Feedback Tool for Clinical Teaching. MedEdPORTAL Publications; 2011. Available from: https://www.mededportal.org/publication/8560. Accessed March 17, 2017.
  10. 10.
    Blanco M, Capello C, Gusic M, McCormack W, Hafler J. Peer Feedback Tool for Lectures & Small Group Teaching. MedEdPORTAL Publications; 2011. Available from: https://www.mededportal.org/publication/8416. Accessed March 17, 2017.

Copyright information

© Society of General Internal Medicine 2017

Authors and Affiliations

  • Christopher L. Knight
    • 1
  • Donna M. Windish
    • 2
  • Steven A. Haist
    • 3
  • Reena Karani
    • 4
  • Shobhina Chheda
    • 5
  • Michael Rosenblum
    • 6
  • Preetha Basaviah
    • 7
  • Abby L. Spencer
    • 8
  • Eva M. Aagaard
    • 9
  1. 1.Division of General Internal Medicine, Department of MedicineUniversity of Washington School of MedicineSeattleUSA
  2. 2.Department of Internal MedicineYale UniversityNew HavenUSA
  3. 3.National Board of Medical ExaminersPhiladelphiaUSA
  4. 4.Icahn School of Medicine at Mount SinaiNew YorkUSA
  5. 5.Division of General Internal Medicine, Department of MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonUSA
  6. 6.University of Massachusetts Medical School-BaystateSpringfieldUSA
  7. 7.Stanford University School of MedicinePalo AltoUSA
  8. 8.Cleveland ClinicClevelandUSA
  9. 9.Division of General Internal MedicineUniversity of Colorado School of MedicineAuroraUSA

Personalised recommendations