Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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Many physicians teach but few are taught how to teach, particularly through pedagogical interventions. The authors describe a method for teaching curriculum development and classroom skills to psychiatric residents using an elective in the fourth postgraduate year. ⋯ The elective helped residents achieve essential teaching skills, foster mentoring relationships with senior teaching faculty, and develop as future junior faculty members.
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The authors' adult psychiatry residency training program identified several educational needs for residents at their institution. Junior residents needed enhanced learning of clinical interviewing skills and learning connected to the inpatient psychiatry ward rotations, and senior residents needed opportunities to prepare for the specialty board exam and to develop teaching skills in preparation for attending positions. Changing the residency program structure and implementing a Teaching Resident rotation addressed these needs simultaneously. ⋯ Service requirements were not compromised and highly valuable educational objectives were achieved for both the PGY-4 teaching residents and the PGY-1 and PGY-2 residents whom they taught. An intensive teaching rotation for senior residents who teach junior residents and medical students is an effective way to deal with systemic changes in psychiatric education.
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The Accreditation Council for Graduate Medical Education (ACGME) requires a sufficient medical knowledge base as one of the six core competencies in residency training. The authors judged that an annual "short-course" review of medical knowledge would be a useful adjunct to standard seminar and rotation teaching, and that a resident-designed course might more closely meet resident-identified needs and learning styles. ⋯ The broad participation and acceptability of the course and the performance difference in PRITE scores between the psychiatry topics, the majority of which were reviewed, and neurology, which was not reviewed, suggest the potential for such a resident-organized and -led intervention to impact acquisition of medical knowledge through an enjoyable and effective approach.
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Psychiatric residents' self-reported confidence levels related to teaching medical students were assessed before and after a five-part teaching seminar series. ⋯ A specific how-to-teach curriculum helped improve PGY-2 resident confidence for teaching medical students during the psychiatry clerkship.
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Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum development and assessment, education research, and career development to meet this need. ⋯ Clinician-educator tracks in residency present a viable means to address the training needs of clinical track faculty. The programs described in this article provide a model to assist other departments in developing similar programs.