{"id":3366,"date":"2022-08-19T17:12:14","date_gmt":"2022-08-19T21:12:14","guid":{"rendered":"https:\/\/blogs.nejm.org\/general-medicine\/?p=3366"},"modified":"2022-08-19T17:12:14","modified_gmt":"2022-08-19T21:12:14","slug":"developing-resident-educators","status":"publish","type":"post","link":"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2022\/08\/developing-resident-educators\/","title":{"rendered":"Developing Resident Educators"},"content":{"rendered":"
\"Brandon<\/a>

Dr. Temte is a Chief Resident in Internal Medicine at Providence Portland Medical Center in Portland, OR.<\/p><\/div>\n

We currently find ourselves at the start of another academic year. By this time in August, many medical trainees are settling into new roles. Recently graduated medical students are getting used to hearing Dr. before their name. New senior residents who were interns a short time ago now find themselves leaders of their own teams. As for myself, I am starting a pulmonary and critical care fellowship at a new academic center. By August, all these training doctors are considering the question of how they will lead and teach in their new roles.<\/p>\n

\"\"<\/a>Throughout medical school, we have the privilege of being taught by excellent instructors. While all our instructors had various pros and cons, very few of them provided dedicated instruction on how to be leaders and educators. Most residents have observed that their fellow residents doing most of the teaching. Early on, we model our teaching tactics based on what we\u2019ve observed during our own learning. However, I found very quickly as I advanced from medical student to senior resident that it is a bit more complex than teaching others in the way that I would like to be taught. Diagnosing the learner and effectively teaching the student in front of me requires intention and training.<\/p>\n

Residents as Teachers<\/strong><\/h3>\n

At my residency program, we were fortunate to be able to create a Residents as Teachers program during the height of the COVID-19 pandemic. During the first few months of 2020, some clinic and elective time was canceled, which created an unexpected opening in our schedules. While we were at home working on research and learning via Teams, a few of us came together with our best teaching attendings and started to create a curriculum.<\/p>\n

\"residents<\/a>Luckily, many successful Residents as Teachers programs have been instituted at other programs, and we modeled our intervention after them. Together, we created resident-led workshops, curriculum, syllabus, and an elective rotation.\u00a0During the 2021-2022 year, we had our inaugural Residents as Teachers session. We focused primarily on instructing second- and third-year residents and were excited to have 9 of the 18 senior residents join our group. As a result of the program, we\u2019ve participated in some excellent teaching workshops, had more resident-led noon conferences, and increased teaching on the hospital wards.<\/p>\n

One prerequisite for a Residents as Teachers certification was to get involved in a medical education project. This requirement has led to an improved simulation lab, medical student curriculum, and further POCUS teaching. To this day, helping to create and lead the first year of our Residents as Teachers is one of my favorite projects.<\/p>\n

\"intubation\"<\/a>Resident Educator Tips \u2013 What I\u2019ve Learned So Far<\/strong><\/h3>\n

Resident-led education is so important and can create a meaningful impact for both the teacher and learner. During this last part of the article, I’ll leave you with a few tips I\u2019ve acquired from my mentors. These are not all-encompassing but are a great place to start during your early career as a medical educator.<\/p>\n