Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation

Multiple barriers, including time constraints, a demanding teaching environment, and lack of longitudinal relationships with residents, make it challenging for fellows and learners to engage in effective teaching during consultation. The Fellow as Clinical Teacher (FACT) curriculum was developed to...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:MedEdPORTAL Jg. 14; S. 10728
Hauptverfasser: Chen, Debbie C., Miloslavsky, Eli M., Winn, Ariel S., McSparron, Jakob I.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States Association of American Medical Colleges 26.06.2018
Schlagworte:
Adult
Consultation
Curriculum - trends
Education - methods
Education, Medical, Graduate - methods
Faculty, Medical - psychology
Faculty, Medical - standards
Fellowship
Fellowships and Scholarships - methods
Fellowships and Scholarships - trends
Female
Humans
Inpatients - statistics & numerical data
Male
Massachusetts
Middle Aged
Original Publication
Referral and Consultation - standards
Referral and Consultation - trends
Teaching - trends
Massachusetts
Fellowship
Consultation
ISSN:2374-8265, 2374-8265
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Multiple barriers, including time constraints, a demanding teaching environment, and lack of longitudinal relationships with residents, make it challenging for fellows and learners to engage in effective teaching during consultation. The Fellow as Clinical Teacher (FACT) curriculum was developed to overcome such barriers and improve fellow teaching in the setting of inpatient consultation. The FACT curriculum consists of two 45- to 60-minute small-group sessions designed for subspecialty fellows. The first session focuses on overcoming barriers to teaching and application of the principles of adult learning theory. The second introduces the PARTNER (partner with resident, assess the learner, reinforce positives, teaching objectives, new knowledge, execute recommendations, review) framework for teaching during consultation and uses video examples to model the application of this framework, allowing fellows to practice its implementation through role-play. Previously, the FACT curriculum was shown to improve teaching skills of rheumatology and pulmonary/critical care fellows as evaluated by objective structured teaching exercises. Here, the curriculum has been expanded to 51 internal medicine and pediatrics fellows in 15 different training programs. The curriculum improved fellow teaching skills as assessed by self-assessment surveys. It was highly rated by participants, and fellows reported being more likely to teach during consultation following this educational intervention. The FACT curriculum can be integrated into subspecialty training programs to improve the teaching skills of internal medicine and pediatrics fellows in the setting of inpatient consultation. Ultimately, improved teaching from fellows may have broad-reaching effects for residents, patients, and the fellows themselves.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:2374-8265
2374-8265
DOI:10.15766/mep_2374-8265.10728