Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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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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Psychiatric residents spend much time as teachers and mentors to medical students. Recently, the Canadian Medical Education Directions for Specialists (CanMEDS) roles identified the importance of this role as a scholar. Residents are now expected to develop skills to fulfill this role, one of which involves the ability to teach. However, lack of tools to facilitate the development of resident teaching skills poses a significant problem. ⋯ The development of, and the preliminary survey of this psychiatric resident teaching manual, is encouraging in furthering the development of future psychiatrist teachers.
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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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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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Although residents are actively involved in teaching medical students, some students do not feel that they get adequate teaching from residents. The position of Education Chief Resident in Medical Student Education was developed to enhance the educational experience for the students, cultivate the academic skills of the education chief, and liaise between students and residents. ⋯ The position of education chief was viewed as valuable to the medical student experience in the psychiatry clerkship, and the education chiefs felt that the position enhanced their professional and educational development.