title: 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.
authors.affiliation: a Department of Medicine , Brigham and Women's Hospital , Harvard Medical School, Boston , MA , USA ;
authors.forename: Subha
authors.initials: S
authors.lastname: Ramani
authors.affiliation: b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Nova Scotia , Canada ;
authors.forename: Karen
authors.initials: K
authors.lastname: Mann
authors.affiliation: c School of Medicine , University of Liverpool , Liverpool , UK ;
authors.forename: David
authors.initials: D
authors.lastname: Taylor
authors.affiliation: d Manchester Medical School, University of Manchester , Manchester , UK.
authors.forename: Harish
authors.initials: H
authors.lastname: Thampy
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007396:Internship and Residency / Q000458:organization & administration*; D007857:Leadership; D007858:Learning; D010379:Peer Group; D016730:Program Development; D013663:Teaching