Amee Guide # 106. Residents as teachers: near peer learning in clinical work settings
AbstractThis AMEE guide provides a framework to guide medical educators engaged in the design and implementation of Resident as Teacher programmes.
The suggested approaches are based on established models of programme development: the Program Logic model to guide programme design, the Dundee three-circle model to inform a systematic approach to planning educational content, and the Kirkpatrick pyramid which forms the backbone of programme evaluation. The guide provides an overview of resident as teacher curricula, their benefits and impact, from existing literature supplemented by insights from the authors' own experiences, all of whom are engaged in teaching initiatives at their own institutions. A conceptual description of the Program Logic model is provided, a model that highlights an outcomes-based curricular design. Examples of activities under each step of this model are described, which would allow educational leaders to structure their own programme based on the scope, context, institutional needs and resources available. Emphasis is placed on a modular curricular format to not only enhance the teaching skills of residents but also enable development of future career educators, scholars and leaders. Application of the Dundee three-circle model is illustrated to allow for a flexible curricular design that can cater to varying levels of educational needs and interests. In addition, practical advice is provided on robust assessment of outcomes, both assessment of participants and programme evaluation. Finally, the authors highlight the need for congruence between the formal and hidden curriculum through explicit recognition of the value of teaching by institutions, support for development of teaching programmes, encouragement of evidence based approach to education and rewards for all levels of teachers.
Ramani S., Mann K., Taylor D., Thampy H. Amee. Guide # 106. Residents as teachers: near peer learning in clinical work settings. Medical Teacher. 2016; 38 (7): 642–65. © AMEE 2015. ISBN: 978-1-910612-21-7.