Jessica S. Tischendorf, MD, MS; Melissa MacDonald, MD; Matthew W. Harer, MD; Christa A. Pittner-Smith, MD; Amy B. Zelenski, PhD; Sara K. Johnson, MD
Published online ahead of print October 28, 2020.
Background: Many graduate medical education programs have implemented curricula to develop trainees into the next generation of medical teachers; however, coordination of in-person teaching curricula is challenging due to full trainee schedules.
Methods: To address limited in-person time, we developed a largely asynchronous resident-as-educator curriculum. Our elective curricular activities are embedded within the fourth-year internship preparation course at the University of Wisconsin School of Medicine and Public Health and include trainees from internal medicine, family medicine, and pediatrics.
Results: Trainee self-assessment of teaching skills improved after our curriculum, and students evaluated resident sessions favorably.
Discussion: Trainees can be effective teachers in an internship preparation course after a brief, asynchronous teaching curriculum. To disseminate our curriculum, we designed a resident-as-educator curriculum website.