Shakun Gupta, MD - Childrens Memorial Hospital/McGaw Medical Center of Northwestern University; Elizabeth Ryan, EdD - Northwestern University Feinberg School of Medicine
One role of a physician is as an educator to peers and patients. Reviews of medical-student-as-teacher literature (Pasquinelli and Greenberg 2008) and resident-as-teacher literature (Wamsley et al 2004) noted wide variation among teacher training programs.1,2 Given the similar needs of undergraduate and graduate medical education learners, it is sensible to align resources and develop parallel programs.
To describe a program at Northwestern University Feinberg School of Medicine aligning teacher training programs for undergraduate and graduate medical education addressing teaching competencies for students and residents.
During 2010-2011, fourth year medical students served as teachers to junior medical students in clinical skills courses and had one teaching session videotaped. Residents from various departments were paired with students to review teaching videos, meet for feedback and serve as teachers/mentors to students. In preparation for their role as teachers, residents attended a 3-hour training session highlighting effective clinical teaching and feedback technique.
Using Kirkpatrick’s model of program evaluation, we report level one i.e. reactionary or satisfaction data from students and residents.3 From a survey (n=117 out of 170 students and 26 out of 45 residents) the following was observed: 73% of students and 54% of residents were satisfied or extremely satisfied with the program; 65% of students and 48% of residents rated importance of the program as important or extremely important; 84% of students and 92% of residents felt it helped them become a better peer/patient educator.
Our curriculum creates a unique alignment between junior medical students, senior medical students and residents encouraging a learning partnership across training levels and building skills each group needs for the next phase of professional life. Recognizing that medical students today will be tomorrow’s residents and the future’s community/academic physicians highlights the importance of such programs.
1. Pasquinelli LM, Greenberg LW. A review of medical school programs that train medical stduents as teachers (MED-SATS), Teacing and Learning in Medicine. 2008;20(1):73-81.
2. Wamsley MA, Julian KA, Wipf J. A Literature Review of "Resident-as-Teacher" Curricula Do Teaching Courses Make a Difference. J Gen Intern Med. 2004;19:574-581.
3. Kirkpatrick DL. Techniques for evaluating training programs. Journal of American Society of Training Directors. 1959;13(3):21-26.