Defining Student-as-Teacher Curricula in the Absence of National Guidelines: An Innovative Model.

Teaching is a critical skill in the medical profession, yet has only recently gained recognition as a core skill for medical students and trainees. Student-as-teacher (SAT) programs provide medical students formal teaching instruction with opportunities for practice. While efforts to determine how SAT courses should be taught are ongoing, the authors' review of SAT programs in medical schools' curricula shows they are diverse and often developed by faculty and trainees who advocate for formal teacher training at their institutions, rather than by medical school leadership.

Student engagement in the online classroom: comparing preclinical medical student question-asking behaviors in a videoconference versus in-person learning environment.

The COVID-19 pandemic forced medical schools to rapidly transform their curricula using online learning approaches. At our institution, the preclinical Practice of Medicine (POM) course was transitioned to large-group, synchronous, video-conference sessions. The aim of this study is to assess whether there were differences in learner engagement, as evidenced by student question-asking behaviors between in-person and videoconferenced sessions in one preclinical medical student course.

Getting up to Speed: A Resident-Led Inpatient Curriculum for New Internal Medicine Interns.

Introduction: The transition from medical school to internship is an important milestone in medical training and often is a challenge for trainees. This resident-designed and -led inpatient curriculum for internal medicine interns was created to address common clinical scenarios and how best to manage them.

Methods: During the Intern Summer Curriculum, interns participated in weekly small-group sessions facilitated by senior residents.

A flipped classroom in graduate medical education.

Background: The role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum.

Methods: This pilot study was carried out in an academic medical centre in the USA with 43 second-year internal medicine postgraduate trainees.

Asking what do residents value most: a recent overview of internal medicine residents' learning preferences.

Background: Little is known about the preferred learning experiences of today's internal medicine residents. We conducted a survey of the educational experiences in an internal medicine residency to determine the learning opportunities internal medicine residents value most and why.

Methods: An online, anonymous survey of 182 internal medicine residents was performed, with each resident receiving a survey each day over nine days.