Tischendorf Jessica S, MacDonald Melissa, Harer Matther W, Pittner-Smith Christa A, Zelenski Amy B, Johnson Sara K
Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin,
Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin.
WMJ. 2020 Dec;119(4):278-281.
Many graduate medical education programs have implemented curricula to develop trainees into the next generation of medical teachers; however, coordination of in-person teaching curricula is challenging due to full trainee schedules.
To address limited in-person time, we developed a largely asynchronous resident-as-educator curriculum. Our elective curricular activities are embedded within the fourth-year internship preparation course at the University of Wisconsin School of Medicine and Public Health and include trainees from internal medicine, family medicine, and pediatrics.
Trainee self-assessment of teaching skills improved after our curriculum, and students evaluated resident sessions favorably.
Trainees can be effective teachers in an internship preparation course after a brief, asynchronous teaching curriculum. To disseminate our curriculum, we designed a resident-as-educator curriculum website.
许多毕业后医学教育项目已实施课程，以将学员培养成为下一代医学教师；然而，由于学员日程安排满，面对面教学课程的协调具有挑战性。
为解决面对面时间有限的问题，我们开发了一个主要为异步的住院医师作为教育者的课程。我们的选修课程活动嵌入威斯康星大学医学院和公共卫生学院的四年级实习准备课程中，参与者包括内科、家庭医学和儿科的学员。
我们的课程实施后，学员对教学技能的自我评估有所提高，并且学生对住院医师授课评价良好。
经过简短的异步教学课程后，学员可以在实习准备课程中成为有效的教师。为了推广我们的课程，我们设计了一个住院医师作为教育者的课程网站。
