Resident as Teacher: An Introduction

1. Think of a good resident teacher you encountered when in medical school. What one or two things made the resident a good teacher?

2. Resident as Teacher: An Introduction James H. Quillen College of Medicine PGY I Orientation June 24, 2005 Bruce Bennard, PhD, Department of Family Medicine K. Ramsey McGowen, PhD, Department of Psychology Karen E. Schetzina, MD, MPH, Department of Pediatrics J. Kelly Smith, MD, Professor Emeritus

3. Session Objectives • A) Discuss resident role in teaching • B) Identify characteristics of good (resident) teaching • C) Introduce proven model(s) of clinical teaching • D) Describe motivation for teaching • E) Outline additional support for resident as teacher

4. Resident Role as Teacher: • Significant • Important • Under-supported • Rewarding (Potentially)

5. Significant Role: • Between 40-70% student contact with instructors is with residents • Percentage higher when “informal” teaching added • Role model often a form of informal teaching

6. Important Role: • As resident teacher: • You can have an important, positive impact upon students • Your knowledge base is considerable and growing rapidly • You are where your learners want to be (next level) • You are not the expert but you can lead • You can serve as the bridge (facilitate self learning in students) • You can impede learning (-)

7. Under-Supported Role: • Residents rarely are: • Rewarded for teaching • Given feedback about their teaching • Have input into decisions regarding teaching and curriculum • Also, resident involvement in evaluation of learners often inadequate

8. Support is at hand! • Resident as Teacher Committee: • Dr. Mary Hooks: Surgery • Drs. Ann Gebka and Janet Drake: OB/GYN • Drs. Bruce Bennard and Mary Stephens: Family Medicine • Dr. Karen Schetzina: Pediatrics • Dr. K. Ramsey McGowen: Psychiatry • Dr. Susan Sloan: Internal Medicine • PGY I Workshop (Proposed) • Resident Teacher Elective (Proposed)

9. Rewarding Role (Potentially): • (Study) 77% of residents report that they enjoy teaching • Active teaching can gain cooperation from team members • Teaching enhances/accelerates own learning • Can enrich relationship with attendings and faculty around common task

10. Think of a good resident teacher you encountered when in medical school. What one or two things made the resident a good teacher?

11. Characteristics of an Effective Clinical Teacher • Be proactive and enthusiastic • Be learner-oriented • Clarify expectations • Be a role model • Be available • Provide effective supervision • Provide specific feedback • Be supportive

12. SOAP Format • S: Sample learner’s thinking (focus on specifics) • “How did it go?” • “What do you think is going on?” • “What went well?” “What did you have trouble with?” • O: Observations • “I observed that...” • “Things that seem to go well are...but you need to work on...: (be specific) • A: Assessment • Tie above sections together • P: Plan • “Continue to do...; Do more of...; and do less of...”

13. Find the Feedback You have just observed a medical student perform an interview and heard the case presentation. Which of the following comments would qualify as “feedback”? • A) That was pretty good. • B) You need to be more complete. • C) Why didn’t you get more family history? • D) Keep up the good work. • E) Don’t be too hard on yourself...most clerks have trouble interviewing a patient who is that tangential.

14. Characteristics of Effective Feedback • Specific • What happened and consequences • Limited amount • Suggestions for improvement • Not Judgmental