Curriculum Sessions

To meet the needs of the residency program, residents, and faculty, a 2-week resident-as-teacher curriculum was developed to be implemented during the ward teaching rotation. The curriculum had six mentor/mentee sessions and each session contained a feedback component and/or an individualized component. The curricular materials included a faculty mentor guide (Appendix A) and a resident guide (Appendix B). The curriculum goals and objectives (Appendices A & B, p. 2) documented the overall curricular goals and objectives, and a sample schedule (Appendices A & B, p. 4) for the curriculum was included. For each session, the curriculum included a session lesson plan with objectives, handouts, and a reference list. These references can also serve as supplemental reading material for residents interested in engaging in self-directed learning. In the faculty mentor guide, possible answers are provided for all the worksheets. The six sessions were as follows:

In this session (Appendices A & B, p. 5) the mentor/mentee pair met in person or by phone prior to the resident's first teaching session. The session goals were for the pair to discuss expectations for the mentoring relationship and for the resident to determine three teaching areas they would like to improve and on which the mentor should focus when observing and giving feedback.

There were two of these sessions (Appendix A, p. 13, 24–53 and Appendix B, p. 11, 22–42), one after the first MR and one after the third. In the first portion of the session, the faculty mentor reviewed their observations of, and feedback on, the resident's teaching. The resident then chose a topic to discuss from a list provided and the faculty led a discussion with the resident on specific ways to apply evidence and best practices for teaching adults the topic. The topics were: (1) choosing a case and writing objectives, (2) preparing for a conference in 2 hours or less, (3) making the best use of your 45-minute conference, (4) resource utilization, (5) managing difficult audience members, (6) enhancing audience participation, (7) facilitating a cold case, (8) concluding the conference, and (9) evaluating the success of your conference.

This session (Appendix A, p. 14 and Appendix B, p. 13) occurred after the resident's second MR. In the first portion of the session, the faculty mentor reviewed their observations of, and feedback on, the resident's teaching. The pair then discussed the resident's plans for the noon conference. The noon conference could be on any topic and in any format of the resident's choosing. Example topics included: (1) areas of personal research, (2) cases they have seen abroad, or (3) journal clubs. This session could be a time for brainstorming ideas or for going over an outline or presentation, depending where the resident was in their planning process.

This session (Appendix A, p. 17 and Appendix B, p. 16) occurred after the resident's noon conference. The faculty mentor provided feedback to the resident on their noon conference that had just been presented.

This session (Appendix A, p.20 and Appendix B, p.19) occurred after the resident's fourth and last MR. In the first portion of the session, the faculty mentor reviewed their observations of, and feedback on, the resident's teaching. Then, the resident and faculty mentor reflected on their time together, gave each other feedback on the mentorship relationship, and created goals for the resident as an educator moving forward.