Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation
Introduction 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. Methods The Fellow as Clinical Teacher (FACT) curricu...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2018-06-01
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| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10728 |
| _version_ | 1819289637251710976 |
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| author | Debbie C. Chen Eli M. Miloslavsky Ariel S. Winn Jakob I. McSparron |
| author_facet | Debbie C. Chen Eli M. Miloslavsky Ariel S. Winn Jakob I. McSparron |
| author_sort | Debbie C. Chen |
| collection | DOAJ |
| description | Introduction 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. Methods 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. Results 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. Discussion 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. |
| first_indexed | 2024-12-24T03:10:01Z |
| format | Article |
| id | doaj.art-8ddd20458f2d4c0d8d4bc4e0c6aedd94 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-24T03:10:01Z |
| publishDate | 2018-06-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-8ddd20458f2d4c0d8d4bc4e0c6aedd942022-12-21T17:17:50ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652018-06-011410.15766/mep_2374-8265.10728Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient ConsultationDebbie C. Chen0Eli M. Miloslavsky1Ariel S. Winn2Jakob I. McSparron3Internal Medicine Resident, Massachusetts General HospitalAssistant Professor of Medicine, Harvard Medical School; Member, Division of Rheumatology, Massachusetts General HospitalInstructor in Pediatrics, Harvard Medical School; Member, Division of General Pediatrics, Boston Children's HospitalAssistant Professor, Division of Pulmonary and Critical Care Medicine, University of MichiganIntroduction 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. Methods 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. Results 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. Discussion 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.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10728FellowshipConsultation |
| spellingShingle | Debbie C. Chen Eli M. Miloslavsky Ariel S. Winn Jakob I. McSparron Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation MedEdPORTAL Fellowship Consultation |
| title | Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation |
| title_full | Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation |
| title_fullStr | Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation |
| title_full_unstemmed | Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation |
| title_short | Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation |
| title_sort | fellow as clinical teacher fact curriculum improving fellows teaching skills during inpatient consultation |
| topic | Fellowship Consultation |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10728 |
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