Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106

Abstract

This AMEE Guide provides a framework to guide medical educators engaged in the design and implementation of “Resident as Teacher” programs. The suggested approaches are based on established models of program development: the Program Logic model to guide program design, the Dundee three-circle model to inform a systematic approach to planning educational content and the Kirkpatrick pyramid, which forms the backbone of program 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 program 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 program 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 programs, encouragement of evidence-based approach to education and rewards for all levels of teachers.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Subha Ramani, MBBS, MMEd, MPH, is a general internist, Director of Educational Innovations and Scholarship for the Department of Medicine at the Brigham and Women’s Hospital; directs the MMSc (Med Ed) Research in Medical Education course at Harvard Medical School, Boston, MA, USA, where she is an Assistant Professor of Medicine. Her research interests include assessment and feedback in medical education, bedside teaching and staff development for clinical educators. Subha is currently enrolled in a PhD in Health Professions Education at the University of Maastricht.

Karen Mann, BN, MSc, PhD, is Professor Emeritus in the Division of Medical Education, at Dalhousie University, Halifax, Canada. Karen is involved in teaching, graduate student supervision, research, development and writing across the medical education continuum. Her current research interests include self-assessment and feedback, reflection and the teaching and learning of empathy. She serves on the editorial boards of Medical Education, the Journal of Continuing Education in the Health Professions and the Canadian Journal of Medical Education.

David Taylor, PhD EdD, is currently Reader in Medical Education at the University of Liverpool, where he is Director of the MSc in Medical Education and responsible for postgraduate programs in medical education and continuing educational development for junior and senior clinicians. His research interests include the ways in which education and training can support the development of the healthcare community.

Harish Thampy, BSc MB ChB (Hons), MSc (Med Ed), MRCGP, is an academic GP and Clinical Lecturer at Manchester Medical School. He is the lead for OSCE assessments and is also responsible for delivering and evaluating teaching skills programs for GP trainees. He is currently completing a PhD in Medical Education, which explores trainees' professional identity in relation to teaching roles.