Abstract
Background
Teaching our residents to teach is a vital responsibility of Emergency Medicine (EM)
residency programs. As emergency department (ED) overcrowding may limit the ability
of attending physicians to provide bedside instruction, senior residents are increasingly
asked to assume this role for more junior trainees. Unfortunately, a recent survey
suggests that only 55% of all residencies provide instruction in effective teaching
methods. Without modeling from attending physicians, many residents struggle with
this responsibility.
Objectives
We introduced a “Resident-as-Teacher” curriculum in 2002 as a means to address a decline
in bedside instruction and provide our senior residents with a background in effective
teaching methods.
Discussion
Here, we describe the evolution of this resident-as-teacher rotation, outline its
current structure, cite potential pitfalls and solutions, and discuss the unique addition
of a teach-the-teacher curriculum.
Conclusion
A resident-as-teacher rotation has evolved into a meaningful addition to our senior
residents' training, fostering their growth as educators and addressing our need for
bedside instruction.
Keywords
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Article info
Publication history
Published online: July 12, 2010
Accepted:
May 17,
2010
Received in revised form:
March 18,
2010
Received:
October 21,
2009
Identification
Copyright
© 2011 Elsevier Inc. Published by Elsevier Inc. All rights reserved.
