Residents as Teachers
Our residents hone their medical knowledge and leadership skills with multiple teaching opportunities. During inpatient months, senior residents guide interns on a daily basis, and there are also opportunities for both senior residents and interns to teach medical students. In addition, we take time to focus on developing teaching skills every year at our spring retreat, and residents regularly present at conferences.
Teaching as a Senior Resident
Our second and third year residents lead each inpatient team comprised of two interns and a University of Washington medical student. In addition to their patient care duties, senior residents are responsible for facilitating teaching and learning on the ward teams. Many resources are available to help our seniors teach including MKSAP, journals through our medical library, and access to Uptodate. As a senior resident, you will have the independence to decide how to teach on service, and you will develop teaching skills and tools to fit your interests and the needs of your team.
We welcome University of Washington third and fourth year medical students on our inpatient teams as well as in our outpatient general medicine clinics. While on the inpatient service, medical students are taught by all the members of the team. This provides a wonderful opportunity for our interns and senior residents to mentor and teach. In addition, residents give a weekly medical student didactic, which any resident can volunteer to facilitate. Having medical students engaged in our program lends richness and depth to our experience as teachers, in turn enhancing our own learning. For those interested in deepening their involvement, resident members of the Medical Student Teaching Committee assist with developing the rotation and improving the medical student experience at Virginia Mason.
Spring Teaching Retreat
Each year we spend a full day focusing on our teaching techniques and developing new skills at our spring retreat. This spring retreat is attended by all the rising second and third year residents as well as the core faculty. We discuss how we can incorporate teaching into our daily work and we explore teaching frameworks and techniques. For example, during the 2016 spring retreat, we reviewed a technique called One Minute Preceptor that offers a time efficient, learner-focused method for incorporating education while rounding on patients.
Throughout the year, residents are asked to lead a variety of conferences. Residents on elective months present case reports with a focus on developing diagnostic reasoning skills. Most residents present two to four case presentations a year. In addition, each second and third year resident presents an article at journal club at least once a year, reviewing not only the current evidence base but also general concepts of practicing evidence-based medicine. Each of our third year residents also leads a morbidity and mortality conference once a year, focusing on patient safety principles and cognitive biases. Our full conference schedule offers our residents ample opportunities to develop skills at creating a didactic and presenting to a group.