Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.

Unlabelled: Phenomenon: Teaching is an important part of the tri-partite mission of every medical center. Although teaching often is given lower priority and recognition as opposed to patient care and/or research, this activity for many physicians in academic medicine ranks second to their patient care responsibilities. Medical teacher training has traditionally been aimed at faculty and residents through faculty development initiatives, continuing education for physicians at professional conferences, formalized degree or certificate programs in education, and residents as teachers programs.

A "Resident-as-Teacher" Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective?

Problem: The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek.

Approach: In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach.

A learner-centered diabetes management curriculum: reducing resident errors on an inpatient diabetes pathway.

Objective: Diabetes errors, particularly insulin administration errors, can lead to complications and death in the pediatric inpatient setting. Despite a lecture-format curriculum on diabetes management at our children's hospital, resident diabetes-related errors persisted. We hypothesized that a multifaceted, learner-centered diabetes curriculum would help reduce pathway errors.

New educational modules offer tough case studies around humanistic issues.

A new set of teaching modules taken from the Emmy Award-winning documentary about children with cancer, A LION IN THE HOUSE, raises tough questions around humanistic aspects of medical education and seeks to improve the quality of teaching and learning to enhance patient care.

Student perceptions of effectiveness of the eight step preceptor (ESP) model in the ambulatory setting.

Background: Balancing consistently effective clinical teaching with quality patient care is a crucial challenge for ambulatory preceptors. Educators have developed frameworks of specific teaching behaviors to facilitate consistent, efficient precepting, but few have evaluated their effectiveness. We modified an existing precepting model by incorporating additional adult learning principles to create the Eight Step Preceptor (ESP) model.

A review of medical school programs that train medical students as teachers (MED-SATS).

Background: Medical students represent medicine's future teachers. The objective of this literature review was to identify programs teaching medical students how to teach (MED-SATS).

Summary: Electronic searches were conducted and identified 39 programs (1966-2005).

Medical students' perceptions of feedback in a busy ambulatory setting: a descriptive study using a clinical encounter card.

Background: Residents and medical students have expressed repeated concerns over the years about the inadequate amounts and quality of feedback in the clinical setting. Despite innovative ways to teach the skill of giving feedback, the problem has not been fixed.

Methods: In this study, the author introduced the clinical encounter card to the ambulatory setting for faculty to use as a cue to provide feedback to students.