Hafler Janet P
Office of Educational Development, Harvard Medical School, Boston, MA 02115, USA.
J Nutr. 2003 Feb;133(2):544S-6S. doi: 10.1093/jn/133.2.544S.
Of the many roles that residents fill, an important one is that of teacher. Residents spend many hours teaching a variety of learners-peers, patients, medical students, the general public-in a range of environments, from the bedside and clinic, to the OR, conference room and lecture hall. Such diverse audiences and surroundings almost command the use of a wide array of teaching strategies appropriate both to the setting and to the learner. This paper addresses how residents can learn to be effective teachers without taxing an already-overloaded schedule. This focus is on the process of developing a learning format that is appropriate to any given discipline by means of a partnership among an educator, a faculty member and residents from within a discipline. A brief review of the educational literature provides the basis on which are built actual teaching strategies for teaching residents to be teachers.
在住院医师所扮演的众多角色中，教师角色是重要的一个。住院医师花费大量时间在一系列环境中教导各类学习者——同行、患者、医学生、普通大众，这些环境包括床边、诊所、手术室、会议室和讲堂。如此多样的受众和环境几乎要求使用一系列适合环境和学习者的教学策略。本文探讨住院医师如何在不增加本就超负荷日程的情况下学会成为高效教师。重点在于通过教育者、学科教员和学科内住院医师之间的合作，开发适合任何特定学科的学习形式的过程。对教育文献的简要回顾为构建教导住院医师成为教师的实际教学策略提供了基础。
