Agenda
             Agenda
  • Residents as Teachers
  • Adult Learning Theory
  • Knowing your learners
  • Setting expectations
  • Showing respect and enthusiasm
  • Thinking out loud
  • Giving specific, prompt feedback
                  Some Basic Principles
                      • Ask about prior education and background
        Know your     • Become familiar with learner’s goals and objectives
         learners
                      • Give learner clear expectations
      Be respectful   • Introduce yourself and share your love of medicine
           and        • Use first names and introduce learner to others
       enthusiastic   • Be kind when pimping
                      • Include learner in your thought process
      Think out loud  • Probe learners to ensure they follow your reasoning
                      • Allow learner opportunity to ask clarifying questions
       Give specific  • Choose right setting/timing for feedback
        real-time     • Provide positive and constructive SPECIFIC feedback
        feedback      • Solicit and formally deliver feedback at end of encounter
                        Residents As Teachers
                        Residents As Teachers
    •   LCME mandate
    •   ACGME mandate
    •   Residents spend up to 25% of time teaching (Busari JO, 
        2002)
    •   Medical students attribute one-third of their knowledge to 
        teaching from residents (Bing-You RG, 1992)
                        Residents As Teachers
                        Residents As Teachers
    •   Qualities of excellent clinical teachers (Wright, NEJM 
        1998)
       –   Spend more than 25% of  time teaching (especially beyond 
           assigned responsibilities)
       –   Stress doctor-patient relationship
       –   Stress psychosocial aspects of medicine
       –   Give more in-depth, specific feedback to learners
       –   Get to know trainees on personal level
                        Residents As Teachers
                        Residents As Teachers
    •   Qualities of excellent clinical teachers
       –   Prepared, perform needs assessment
       –   Know cases ahead of time
       –   Preplanned curriculum mixed with improvisation
       –   Assess resident’s knowledge while diagnosing patient
       –   Limited teaching points