Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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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.
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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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The training objectives for postgraduate education in the United States and Canada both state that teaching skills should be formally developed during training. This article reviews the development of the Teaching-to-Teach program at the University of Toronto Department of Psychiatry, the current curriculum, evaluation, and future directions of the program. The authors highlight some of the challenges encountered and discuss ideas for implementation of similar programs in diverse training settings. ⋯ The large size of the University of Toronto psychiatry program may make this curriculum difficult to generalize to smaller training sites. The use of online modules, collaboration between programs, or individual teaching electives may be other ways of implementing a teaching to teach program. Overall, our curriculum was well-received by trainees and they felt better prepared to take on the role of teacher after participating.