Abstract
Background
Research has demonstrated that residents and fellows (hereafter referred to as “residents”) play a significant role in the education of medical students. However, residents often feel unprepared to teach effectively and efficiently in busy clinical environments.
Activity
The Residents as Educators Committee at the Medical College of Wisconsin sought to create an online module for residents to promote five key elements of teaching medical students in a busy clinical environment when time is limited. The module includes a narrated presentation highlighting key attributes of excellent clinical teachers as well as video clips presenting teaching pearls from award-winning resident educators. All incoming residents during the 2015–2016 academic year were required to view the module and complete a mandatory post-test, representing over 80 specialties and subspecialties.
Results
A total of 325 residents viewed the module and took the required post-test. Of this group, 294 residents (91.4%) completed the optional evaluation. The module was rated highly in terms of content, format, and likelihood to change teaching practices.
Discussion
The teaching provided by residents is vital to the success of future generations of medical students. The online module developed at the Medical College of Wisconsin may be useful to a larger audience of residents at other institutions. Additionally, further studies could determine the effectiveness of the module by examining the teaching evaluations of residents before and after viewing the module.
This is a preview of subscription content, log in via an institution to check access.
References
Karani R, Fromme HB, Cayea D, Muller D, Schwartz A, Harris IB. How medical students learn from residents in the workplace: a qualitative study. Acad Med. 2014;89:490–6.
Pelletier M, Belliveau P. Role of surgical residents in undergraduate surgical education. Can J Surg. 1999;42:451–6.
De SK, Henke PK, Ailawadi G, Dimick JB, Colletti LM. Attending, house officer, and medical student perceptions about teaching in the third-year medical school general surgery clerkship. J Am Coll Surg. 2004;199:932–42.
Roop SA, Pangaro L. Effect of clinical teaching on student performance during a medicine clerkship. Am J Med. 2001;110:205–9.
Xu G, Wolfson P, Robeson M, Rodgers JF, Veloski JJ, Brigham TP. Students’ satisfaction and perceptions of attending physicians’ and residents’ teaching role. Am J Surg. 1998;176:46–8.
Bandiera G, Lee S, Tiberius R. Creating effective learning in today’s emergency departments: how accomplished teachers get it done. Ann Emerg Med. 2005;45:253–61.
Irby DM. Excellence in clinical teaching: knowledge transformation and development required. Med Educ. 2014;48:776–84.
Irby DM, Wilkerson L. Teaching when time is limited. BMJ. 2008;336:384–7.
Elnicki DM, Cooper A. Medical students’ perceptions of the elements of effective inpatient teaching by attending physicians and housestaff. J Gen Intern Med. 2005;20:635–9.
Skeff KM. Enhancing teaching effectiveness and vitality in the ambulatory setting. J Gen Intern Med. 1988;3:S26–33.
Peters M, ten Cate O. Bedside teaching in medical education: a literature review. Perspect Med Educ. 2014;3:76–88.
Julian K, Wamsley M, Wheeler M, Jain S, Harleman E. Improving resident teaching skills: teaching residents to teach. Workshop presented at the annual meeting of the Society of General Internal Medicine. May 2003. Vancouver, British Columbia. http://impak.sgim.org/userfiles/file/AMHandouts/AM03Handouts/PT12Handout.pdf. Accessed 21 Aug 2014.
Kost A, Chen FM. Socrates was not a pimp: changing the paradigm of questioning in medical education. Acad Med. 2015;90:20–4.
Lake FR, Hamdorf JM. Teaching on the run tips 5: teaching a skill. Med J Aust. 2004;181:327–8.
Lake FR, Ryan G. Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust. 2004;180:527–8.
Lake FR, Ryan G. Teaching on the run tips 4: teaching with patients. Med J Aust. 2004;181:158–9.
Lake FR, Vickery AW, Ryan G. Teaching on the run tips 7: effective use of questions. Med J Aust. 2005;182:126–7.
University of Nevada School of Medicine. Residents as teachers. http://medicine.nevada.edu/gme/current-residents/rats. Accessed 14 Jan 2015.
Acknowledgments
The authors wish to acknowledge the resident teachers who contributed their teaching tips to the video module.
Special Acknowledgment
The authors would like to acknowledge Dr. Kenneth Simons, Senior Associate Dean for GME and Accreditation at Medical College of Wisconsin, who sponsored the project and performed the voice-over for the video. Without the support of Dr. Simons, this project would not have been possible.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Approval
This study was deemed exempted by the MCW IRB.
Informed Consent
Additional informed consent was obtained from all individual participants for whom identifying information is included in this article, specifically the video.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Medical Science Educator
Teaching When Time Is Limited: A Resident and Fellow as Educator Video Module
Electronic supplementary material
Rights and permissions
About this article
Cite this article
Bettendorf, B., Quinn-Leering, K., Toth, H. et al. Teaching when Time Is Limited: a Resident and Fellow as Educator Video Module. Med.Sci.Educ. 29, 631–635 (2019). https://doi.org/10.1007/s40670-019-00731-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-019-00731-3