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A Consensus Guideline to Support Resident-as-Teacher Programs and Enhance the Culture of Teaching and Learning
Journal article   Open access   Peer reviewed

A Consensus Guideline to Support Resident-as-Teacher Programs and Enhance the Culture of Teaching and Learning

Bri Anne McKeon, Hope A Ricciotti, Thomas J Sandora, Subha Ramani, Richard Pels, Eli M Miloslavsky, Miriam J Haviland and Tracey A Cho
Journal of graduate medical education, Vol.11(3), pp.313-318
06/2019
DOI: 10.4300/JGME-D-18-00612.1
PMID: 31210863
url
https://doi.org/10.4300/JGME-D-18-00612.1View
Published (Version of record) Open Access

Abstract

Methods for assessing residents as teachers are limited, and it can be difficult to discern optimal curricula for training residents as educators. A guideline may be a tool to assess resident-as-teacher programs and to help enhance a culture of teaching and learning. We developed a consensus guideline to assess academic medical centers' resident-as-teacher programs and teaching environments. Faculty representing 8 specialties from 5 teaching hospitals created a guideline for resident-as-teacher programs through an iterative expert consensus development process. To assess local resident-as-teacher practices, the guideline was administered as an online survey to program directors from 47 residency programs at 5 hospitals. The survey included 26 items addressing curricula, educational climate, financial support, assessment, professional development, and promotion. Forty-nine percent of residency programs surveyed completed the questionnaire, representing 65% of specialties (17 of 26). Respondents reported that residents were required to participate in a teaching orientation in 78% of programs (18 of 23) and were evaluated on teaching in 91% (21 of 23). There were special educational programs and teaching awards in 91% of programs (21 of 23), respectively. All programs included evaluations of faculty teaching, which were linked to faculty annual reviews in 52% of programs (12 of 23), but to faculty promotion or salary in only 22% of programs (5 of 23). We developed a resident-as-teacher consensus guideline that could provide a road map for program directors and institutions to think broadly about how they educate residents and fellows as teachers.

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