Karen V Mann1, Evelyn Sutton, Blye Frank. 1. Division of Medical Education, Dalhousie University, Room C-124, 5849 University Avenue, Halifax, Nova Scotia, Canada B3H 2B3. karen.mann@dal.ca
Abstract
BACKGROUND: Residents are frequently identified by medical students as their most frequent and memorable teachers; residents also teach their peers, junior and senior colleagues, other health professionals, and their patients. Many will teach in their future practice. Developing the skills to become a teacher is an important part of postgraduate education, and warrants a systematic, planned approach that may include many complementary learning opportunities. AIMS: Our purpose is to describe one such approach: a 4-week elective experience in medical education offered to postgraduate learners. METHOD: The paper describes the background and goals for the elective, and the various steps in planning, implementing, and evaluating such a course, drawing on the literature and mining our own experience for examples. Specifically, we address the following: needs assessment; the determination and selection of content, sequence, and teaching and learning methods; the experiential learning opportunities offered; and the emphasis on the participants' developing self-awareness of themselves as teachers, and as part of a community of teachers. RESULTS: The program implementation, program evaluation, and response to feedback received are described. CONCLUSION: A 4-week elective experience in medical education was positively received by participants.
BACKGROUND: Residents are frequently identified by medical students as their most frequent and memorable teachers; residents also teach their peers, junior and senior colleagues, other health professionals, and their patients. Many will teach in their future practice. Developing the skills to become a teacher is an important part of postgraduate education, and warrants a systematic, planned approach that may include many complementary learning opportunities. AIMS: Our purpose is to describe one such approach: a 4-week elective experience in medical education offered to postgraduate learners. METHOD: The paper describes the background and goals for the elective, and the various steps in planning, implementing, and evaluating such a course, drawing on the literature and mining our own experience for examples. Specifically, we address the following: needs assessment; the determination and selection of content, sequence, and teaching and learning methods; the experiential learning opportunities offered; and the emphasis on the participants' developing self-awareness of themselves as teachers, and as part of a community of teachers. RESULTS: The program implementation, program evaluation, and response to feedback received are described. CONCLUSION: A 4-week elective experience in medical education was positively received by participants.
Authors: Nancy M Tofil; Dawn Taylor Peterson; Kathy F Harrington; Brian T Perrin; Tyler Hughes; J Lynn Zinkan; Amber Q Youngblood; Al Bartolucci; Marjorie Lee White Journal: J Grad Med Educ Date: 2014-03
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