A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring
Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty me...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Association of American Medical Colleges
2020
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/79e9594d25f746e2990d3c136984c6da |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty mentors. Methods The curriculum allowed individualization to each specific resident's needs. The faculty mentor helped the resident set curricular goals, observed and provided feedback on resident facilitation of four MRs and one noontime conference, and reviewed adult learning principles with the resident. The curriculum guided the faculty and resident pair through leading MR and applied evidence to guide resident teaching. I surveyed resident teachers, the residents who attend MR, and faculty mentors to determine the curriculum's perceived educational impact. Results Over the 2010–2016 academic years, 124 senior residents participated. Senior residents self-reported significantly more confidence, interest, and preparedness for teaching after the curriculum. Trainees attending MR rated the quality of equal value after curriculum implementation, and responded that senior residents leading MR were more likely to give clear explanations, teach at an appropriate level, and were less likely to run out of time. Faculty mentors enjoyed participating and found the one-on-one mentorship relationship important for their satisfaction with the experience. Discussion Outcome data suggested that the mentorship relationship was the most important element of the curriculum and that flexibility was key to allowing individual needs to be met. The intervention is applicable to other residency programs and specialties, and faculty mentors are not required to have a medical education background. |
|---|