• Susan E Farrell, Charissa Pacella, Daniel Egan, Victoria Hogan, Ernest Wang, Kriti Bhatia, Cherri D Hobgood, and Society for Academic Emergency Medicine, Undergraduate Education Committee.
• Department of Emergency Medicine, Brigham and Women's Hospital, Boston, MA 02115, USA. sefarrell@partners.org
• Acad Emerg Med. 2006 Jun 1;13(6):677-9.

AbstractResident teaching is a competency that must be recognized, developed, and assessed. The ACGME core competencies include the role of physician as educator to "educate patients and families" and to "facilitate the learning of students and other health care professionals." Residents spend a significant proportion of their time in teaching activities, and students report achieving much of their clinical learning from their interactions with residents. Although many residents enjoy their critical role as teacher, many do not feel well prepared to teach. This article summarizes a preliminary curriculum of modules for a resident teacher-training program for emergency medicine residents. The goal of these modules is to provide learning objectives and an initial structure through which residents could improve basic teaching skills. Many of these skills are adaptable to residents' interactions with each other and with students, other healthcare professionals, and patients. Each module and corresponding teaching exercises can be found at http://www.saem.org.

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