Resident As Teacher: The authors describe a one-day “residents as teachers” modified team-based learning curriculum utilized for second-year pediatrics residents. Residents were given time to do brief pre-readings on pertinent topics: adult learning theory, feedback, skill-teaching, and learner orientation. The rest of class time was taken up with individual and team quizzes assessing understanding of the readings, and active application of the concepts in discussions and simulations with volunteer final-year medical students. Outcomes were the results of attitudinal and self-efficacy surveys and objective structure teaching examinations (OSTEs) done at the beginning and end of the day. All of these outcomes showed substantial improvements. It would be useful to compare longer-term and more “real world” outcomes, such as student evaluations of resident teaching, for those exposed vs. not exposed to this curriculum. — Laura Willett, MD
Chokshi BD, Schumacher HK, Reese K, Bhansali P, Kern JR, Simmens SJ, Blatt B, Greenberg LW. A “Resident-as-Teacher” Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective? Acad Med. 2016 Dec 27.