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Review article
peer-reviewed

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development



Abstract

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions.

The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers.

Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.



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Review article
peer-reviewed

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development


Author Information

Sara M. Krzyzaniak Corresponding Author

Emergency Medicine, University of Illinois College of Medicine at Peoria/osf Healthcare Saint Francis Medical Center

Alan Cherney

Emergency Medicine, Thomas Jefferson University Hospitals

Anne Messman

Emergency Medicine, Wayne State University

Sreeja Natesan

Emergency Medicine, Duke University Medical Center

Michael Overbeck

Emergency Medicine, University of Colorado School of Medicine

Benjamin Schnapp

Emergency Medicine, University of Wisconsin

Megan Boysen-Osborn

Emergency Medicine, University of California at Irvine


Ethics Statement and Conflict of Interest Disclosures

Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

Acknowledgements

The authors would like to acknowledge Dr. Michelle Lin, Dr. Teresa Chan, and Dr. Andrew King for facilitating the drafting and submission of this manuscript.


Review article
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Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development


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Review article
peer-reviewed

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development

  • Author Information
    Sara M. Krzyzaniak Corresponding Author

    Emergency Medicine, University of Illinois College of Medicine at Peoria/osf Healthcare Saint Francis Medical Center

    Alan Cherney

    Emergency Medicine, Thomas Jefferson University Hospitals

    Anne Messman

    Emergency Medicine, Wayne State University

    Sreeja Natesan

    Emergency Medicine, Duke University Medical Center

    Michael Overbeck

    Emergency Medicine, University of Colorado School of Medicine

    Benjamin Schnapp

    Emergency Medicine, University of Wisconsin

    Megan Boysen-Osborn

    Emergency Medicine, University of California at Irvine


    Ethics Statement and Conflict of Interest Disclosures

    Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

    Acknowledgements

    The authors would like to acknowledge Dr. Michelle Lin, Dr. Teresa Chan, and Dr. Andrew King for facilitating the drafting and submission of this manuscript.


    Article Information

    Published: February 04, 2018

    DOI

    10.7759/cureus.2154

    Cite this article as:

    Krzyzaniak S M, Cherney A, Messman A, et al. (February 04, 2018) Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development . Cureus 10(2): e2154. doi:10.7759/cureus.2154

    Publication history

    Received by Cureus: January 17, 2018
    Peer review began: January 18, 2018
    Peer review concluded: January 29, 2018
    Published: February 04, 2018

    Copyright

    © Copyright 2018
    Krzyzaniak et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 3.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

    License

    This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions.

The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers.

Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.



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