Twelve tips for preparing residents as teachers

References

• Bandura A. Social foundations of thought and action. A Social Cognitive Theory. Prentice-Hall, New Jersey 1986
   Google Scholar
• Bensinger LD, Mea YS, Smith LG. Resident as teacher: the Mount Sinai experience and a review of the literature. Mt Sinai J Med 2005; 72: 307–311
   PubMedGoogle Scholar
• Bharel M, Jain S. A longitudinal curriculum to improve resident teaching skills. Med Teach 2005; 27: 564–566
   PubMed Web of Science ®Google Scholar
• Bing-You RG, Greenberg LW. Training residents in clinical teaching skills: a resident-managed program. Med Teach 1990; 12: 305–309
   PubMed Web of Science ®Google Scholar
• Bransford JD, Brown AL, Cocking RR. How People Learn. National Academy Press, Washington DC 2001
   Google Scholar
• Cockerham WT, Cofer JB, Lewis PL, Scroggins CM, Burns RP. Resident work hours: can we meet the ACGE requirements? Am Surg 2004; 70: 687–690
   Google Scholar
• Dunn WR, Hamilton DD, Harden RM. Techniques of identifying competencies needed by doctors. Med Teach 1985; 7: 15–25
   PubMed Web of Science ®Google Scholar
• Frattarelli LC, Kasuya R. Implementation and evaluation of a training program to improve resident teaching skills. Am J Obstet Gynecol 2003; 189: 670–673
   PubMed Web of Science ®Google Scholar
• General Medical Council. Good medical practice. 2006, Available at: http://www.gmc-uk.org/guidance/good_medical_practice/index.asp (accessed on 4 January 2007)
   Google Scholar
• Hafler JP, Connors KM, Volkan K, Bernstein HH. Developing and evaluating a residents’ curriculum. Med Teach 2005; 27: 276–282
   PubMed Web of Science ®Google Scholar
• Harden RD. Curriculum planning and development. A Practical Guide for Medical Teachers2nd ed, JA Dent, RH Harden. Elsevier Limited, Edinburgh 2005
   Google Scholar
• Kolb DA. The Kolb learning style inventory (version 3.1). Experience-Based Learning Systems. Hay Resources, Boston 2005
   Google Scholar
• Lang EY, Sood A, Anderson B, Kettenmann E, Armstrong E. Interpersonal and communication skills training for radiology trainees using a rotating peer supervision model (microteaching). Acad Radiol 2005; 12: 901–908
   PubMed Web of Science ®Google Scholar
• Morrison EH, Friedland J, Boker JR, Rucker L, Hollingshead J, Murata P. Residents-as-teachers training in U.S. residency programs and offices of Graduate Medical Education. Acad Med 2001; 77: S1–S4
   Web of Science ®Google Scholar
• Morrison EH, Hollingshead J, Hubbell FA, Hitchcock MA, Rucker L, Prislin MD. Reach out and teach someone: generalist residents’ needs for teaching skill development. Fam Med 2002; 34: 445–450
   PubMed Web of Science ®Google Scholar
• Morrison EH, Shapiro JF, Harthill M. Resident doctors’ understanding of their roles as clinical teachers. Med Educ 2002; 39: 137–144
   Web of Science ®Google Scholar
• Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The effect of a 13-hour curriculum to improve residents’ teaching skills. Ann Int Med 2004; 141: 257–263
   PubMed Web of Science ®Google Scholar
• Kerfoot PB, Nabha KS, Hafler JP. The impact of duty hour restrictions on teaching by surgical residents. Med Educ 2005; 39: 528–529
   PubMed Web of Science ®Google Scholar
• Parrott S, Dobbie A, Chumley H. Peer coaching shows promise for residents as teachers. Fam Med 2006; 38: 234–235
   PubMed Web of Science ®Google Scholar
• Pratt DD, Arsebeau R, Collins JB. Reconsidering “good teaching” across the continuum of medical education. J Contin Educ Health Prof 2001; 21: 70–81
   PubMedGoogle Scholar
• Royal College of Physicians and Surgeons of Canada. The CanMEDS 2005 physician competency framework. 2005, Available at: http://rcpsc.medical.org/canmeds/CanMEDS2005/index.php (accessed on 4 January 2007)
   Google Scholar
• Schön D. The reflective practitioner. How Professionals Think in Action. Basic Books, New York 1983
   Google Scholar
• Spickard A, Corbett EC, Schorling JB. Improving residents’ teaching skills and attitudes toward teaching. J Gen Intern Med 1996; 11: 475–480
   PubMed Web of Science ®Google Scholar
• Steinbrook R. The debate over residents’ work hours. New Engl J Med 2002; 347: 1296–1302
   PubMed Web of Science ®Google Scholar
• Stern D. Practicising what we preach? An analysis of the curriculum of values in medical education. Am J Med 1998; 104: 569–575
   PubMed Web of Science ®Google Scholar
• Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiative designed to improve teaching effectiveness in medical education. Med Teach 2006; 28: 497–526
   PubMed Web of Science ®Google Scholar
• Wenger E. Communities of practice. Learning, Meaning and Identity. Cambridge University Press, Cambridge 1998
   Google Scholar
• Whittaker LD, Estes NC, Ash J, Meyer LE. The value of resident teaching to improve student perceptions of surgery clerkships and surgical career choices. Am J Surg 2006; 191: 320–324
   PubMed Web of Science ®Google Scholar
• Zuckerman JD, Kubiak EN, Immerman I, Dicesare P. The early effects of code 405 work rules on attitudes of orthopaedic residents and attending surgeons. J Bone Joint Surg Am 2005; 87: 903–908
   PubMed Web of Science ®Google Scholar