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Teaching Residents to Teach: Why and How

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Surgeons as Educators

Abstract

Residents are critical educators in the current undergraduate and graduate medical education environment for a variety of reasons, both intrinsic and extrinsic to their own status as learners. Accordingly, focused development of resident educational skill is a key strategy linked to professional development and the framing of the learning environment. Understanding contemporary cognition science and theories surrounding learner development and progress can inform educational effort and structure. In addition, specific techniques can be modeled and taught to help residents become more proficient teachers, whether in the technical or nontechnical realm. Ultimately, helping residents develop educational skill promotes learning across the spectrum of experience and facilitates the progression toward entrustment and independent competence that is the goal of the educational process.

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Author information

Authors and Affiliations

  1. General Surgery, Southern Illinois University School of Medicine, Springfield, IL, USA

    James Feimster MD & Alexandria D. McDow MD

  2. Department of Surgery, Southern Illinois University School of Medicine, PO Box 19638, 701 N. First St., Springfield, IL, USA, 62794-9638

    John D. Mellinger MD

Authors
  1. James Feimster MD
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  2. Alexandria D. McDow MD
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  3. John D. Mellinger MD
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Corresponding author

Correspondence to John D. Mellinger MD .

Editor information

Editors and Affiliations

  1. Urology, Mayo Clinic, Rochester, Minnesota, USA

    Tobias S. Köhler

  2. Department of Surgery, Urology, Southern Illinois University School of Medicine, Springfield, Illinois, USA

    Bradley Schwartz

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Feimster, J., McDow, A.D., Mellinger, J.D. (2018). Teaching Residents to Teach: Why and How. In: Köhler, T., Schwartz, B. (eds) Surgeons as Educators . Springer, Cham. https://doi.org/10.1007/978-3-319-64728-9_7

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  • DOI: https://doi.org/10.1007/978-3-319-64728-9_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-64727-2

  • Online ISBN: 978-3-319-64728-9

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