Teaching Responsibilities

The teacher often learns as much or more than the student. Teaching responsibility is an integral part of the educational experience of the residency training program. Residents are expected to teach at all levels in the clinical and didactic setting, and, in turn, they should demand an educational experience from both on- and off-service faculty. The following are the minimal areas in which the resident is expected to actively and willingly participate:

Bedside/clinical settings

1. Peers/underclassmen in emergency medicine - the concept of graded responsibility of education is a cornerstone of graduate medical education. You are expected to set an education-oriented role model for residents in years behind you, and in appropriate circumstances, for your peers and/or faculty. You must maintain a questioning curiosity that allows you to maintain the lifelong learning mentality that is essential in emergency medicine.

2. Rotating residents - as these residents are future consultants, an investment of time and intellect will reap improved interaction and mutual acceptance. Avoid condescension and rigidity. There are often many ways to solve the problem. At the same time, don't be bluffed and give away authority when circumstances dictate otherwise.

3. Medical students - the emergency medicine experience is often one of the best for the fourth year medical students. It is a unique circumstance in which they can have twenty-four hour one-on-one supervision in the care of the undiagnosed patient. Future Emergency Medicine residents, as well as Cooperative Consultants, come from these early interactions. Give them the best experience you can. R-IIIs will also devote a month to medical student teaching (see Section V, Resident).

4. Nursing staff - explanations and discussions of activities and treatment plans are an important component of maintaining a good physician-nurse relationship. They have much to offer your education, and a two way dialogue should be maintained at all times.

5. Pre-hospital care - it is recommended that you meet as many pre-hospital care personnel coming into the emergency department as possible. Discuss the initial findings of the patient, treatment given, and results to date. Any compliment or critique should be given at that time; the latter in private. The relationship of mutual respect is absolutely necessary for this system to work and education is a primary tool for maintaining that respect.

6. Patients - this is obviously the most important, but often neglected, group in terms of medical education. It is preferable to do your own teaching during the years of this training program rather than turning the final discussion over to the nursing staff. You must avoid jargon, anticipate patients' questions, and even offer a little mini-test before discharge to make sure they understand your instructions. Your skills as an educator will never be better served.

Didactic Lectures

1. Resident lectures - you are expected to give one lecture in the first and second year, and two lectures in the third year, as part of the departmental didactic program. The details for developing these lectures is listed in Section VI of this manual under Resident Lectures - Guidelines/Preparation.

2. Fourth year medical student program - see Resident Medical Student Teaching Month, Section V.

3. ACLS/BLS - the department has a number of commitments to medical students, residents, and the community for teaching ACLS/BLS. You are taught as providers in your orientation and as instructors within the first six months of your first year. The required sessions in which you will be requested to participate include BLS and a modified ACLS given to the new MS III's as part of the Clinical Preparation Clerkship each July. ACLS for our own and other residents during orientation. These are the official commitments of the department. You may be requested to participate in other teaching sessions.

4. Pre-hospital care personnel - as part of your assignment as a resident squad advisor, you will be expected to actively teach your assigned squad.

5. The R-IIIs have undertake the role of teacher as they lead the R-I YDC.

6. Teaching training given - to assist in fulfilling the expectation of quality teaching by the residents, the training program contains a series of lectures/experiences in educational design and technique. The following are presently available; others will be added as developed.

a. Each resident is given advice in advance of and a critique after their resident lecture. (See Section VI - Lecture Preparation.)

b. Instructional technique is part of the ACLS instructor course.

c. Bedside teaching skills are demonstrated during the Emergency Medicine rotation as well as during discussions in the M&M conference.

d. Teaching skills will also be part of the R-III year directed conferences.

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