Division of Pulmonary and Critical Care Medicine, University of Michigan, 3916 Taubman Center, 1500 East Medical Center Drive, Ann Arbor, MI, 48109, USA.
Department of Medicine, Beth Israel Deaconess Medical Center, 330 Brookline Ave., Boston, MA, 02215, USA.
BMC Med Educ. 2018 Sep 24;18(1):221. doi: 10.1186/s12909-018-1283-2.
For academic physicians, teaching represents an essential skill. The proliferation of educator training programs aimed at residents and medical students signals the increasing commitment of training programs to develop teaching skills in their trainees as early as possible. However, clinical fellowships represent an important opportunity to advance training as educators. In addition to enriching the pipeline of future teachers, developing fellows as teachers augments the training experience for more junior trainees and may impact patient care. Fellows' needs for programs to improve teaching skills have been largely unexplored.
We conducted a multi-institutional needs assessment of internal medicine (IM) subspecialty fellows to gauge interest in teaching and improvement of teaching skills. We surveyed IM subspecialty fellows at three academic medical centers about their access to fellow-as-teacher programs and other mechanisms to improve their teaching skills during fellowship. We also elicited their attitudes towards teaching and interest in training related to teaching skills.
One hundred eighty-three fellows representing 20 programs and nine different subspecialties responded to the survey (48% response rate). The majority of participants (67%) reported having no specific training focused on teaching skills and only 12% reported receiving regular feedback about their teaching during their fellowship. Seventy-nine percent of fellows anticipated teaching to be part of their careers, and 22% planned to participate in medical education scholarship. Fellows reported a strong interest in teaching and programs aimed at improving their teaching skills.
The majority of fellows reported a lack of mechanisms to advance their teaching skills as fellows, despite anticipating teaching to be an important aspect of their future careers and having strong interest in such programs. Our findings at three academic medical centers confirm a lost opportunity among subspecialty fellowships to accelerate teaching skills development for future educators.
对于学术型医生来说，教学是一项基本技能。针对住院医师和医学生的教育者培训计划的激增表明，培训计划越来越致力于尽早培养学员的教学技能。然而，临床研究员代表了一个推进教育者培训的重要机会。除了丰富未来教师的人才库外，培养研究员成为教师还可以丰富更初级学员的培训体验，并可能影响患者护理。研究员对提高教学技能的项目的需求在很大程度上尚未得到探索。
我们对内科（IM）亚专科研究员进行了多机构需求评估，以衡量他们对教学和教学技能提高的兴趣。我们调查了三家学术医疗中心的 IM 亚专科研究员，了解他们在研究员作为教师计划方面的机会以及在研究员期间提高教学技能的其他机制。我们还了解了他们对教学的态度以及与教学技能培训相关的兴趣。
代表 20 个项目和 9 个不同亚专科的 183 名研究员对调查做出了回应（48%的回应率）。大多数参与者（67%）报告说没有专门针对教学技能的培训，只有 12%的人报告在研究员期间定期收到有关他们教学的反馈。79%的研究员预计教学将成为他们职业生涯的一部分，22%的人计划参与医学教育奖学金。研究员报告说对教学和旨在提高他们教学技能的计划非常感兴趣。
尽管大多数研究员预计教学将成为他们未来职业生涯的重要组成部分，并且对这些计划表现出浓厚的兴趣，但他们报告说缺乏作为研究员提高教学技能的机制。我们在三家学术医疗中心的发现证实了专科研究员在加速未来教育者教学技能发展方面的一个错失机会。
