Elizabeth H. Morrison, MD, MSEd; Lloyd Rucker, MD; John R. Boker, PhD; Charles C. Gabbert; F. Allan Hubbell, MD, MSPH; Maurice A. Hitchcock, EdD; Michael D. Prislin, MD
Acknowledgments: The authors thank Carole J. Bland, PhD (University of Minnesota, Minneapolis), for academic contributions; Dolores Medina-Sasina for data management; and all of the BEST students, residents, staff, and faculty.
Grant Support: By the Robert Wood Johnson Foundation Generalist Physician Faculty Scholars Program, the Health Resources and Services Administration (Residency Training in Primary Care grant no. 22 HP00006-01), and The Tamkin Foundation.
Potential Financial Conflicts of Interest: None disclosed.
Requests for Single Reprints: Elizabeth H. Morrison, MD, MSEd, Department of Family Medicine, University of California, Irvine, College of Medicine, 101 City Drive South, Building 200, Suite 512, Route 81, Orange, CA 92868-3298; e-mail, email@example.com.
Current Author Addresses: Drs. Morrison and Prislin: Department of Family Medicine, University of California, Irvine, 101 City Drive South, Building 200, Suite 512, Route 81, Orange, CA 92868-3298.
Drs. Rucker and Hubbell: Department of Internal Medicine, University of California, Irvine, 101 City Drive South, Building 200, Suite 720, Route 81, Orange, CA 92868-3298.
Dr. Boker: Office of Educational Affairs, University of California, Irvine, College of Medicine, Medical Education Building 802, Irvine, CA 92697-4089.
Mr. Gabbert: 4 Gooseberry Court, Coto de Caza, CA 92679.
Dr. Hitchcock: Division of Medical Education, University of Southern California, Keck School of Medicine, 1975 Zonal Avenue, Keith Administration and Medical Forum Building 211, Los Angeles, CA 90089-9024.
Author Contributions: Conception and design: E.H. Morrison, L. Rucker, J.R. Boker, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.
Analysis and interpretation of the data: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, M.A. Hitchcock, M.D. Prislin.
Drafting of the article: E.H. Morrison, L. Rucker, J.R. Boker.
Critical revision of the article for important intellectual content: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.
Final approval of the article: E.H. Morrison, L. Rucker, J.R. Boker, C.C. Gabbert, F.A. Hubbell, M.A. Hitchcock, M.D. Prislin.
Provision of study materials or patients: L. Rucker.
Statistical expertise: J.R. Boker, C.C. Gabbert.
Obtaining of funding: E.H. Morrison.
Administrative, technical, or logistic support: E.H. Morrison, C.C. Gabbert.
Collection and assembly of data: E.H. Morrison, C.C. Gabbert.
Morrison E., Rucker L., Boker J., Gabbert C., Hubbell F., Hitchcock M., Prislin M.; The Effect of a 13-Hour Curriculum To Improve Residents' Teaching Skills: A Randomized Trial. Ann Intern Med. 2004;141:257-263. doi: 10.7326/0003-4819-141-4-200408170-00005
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Published: Ann Intern Med. 2004;141(4):257-263.
Although resident physicians often have responsibility for teaching other residents and medical students, few formal evaluations of curricula to improve their teaching skills exist.
This randomized, controlled trial, which included 62 second-year residents, showed that those assigned to complete a 13-hour teaching skills curriculum received higher ratings from medical students than did those who did not complete the curriculum.
Formal curricula can improve residents' performance as teachers.
Recognizing the crucial roles that resident physician teachers fulfill in medical education, the Liaison Committee on Medical Education (1) and other professional bodies (2) are calling upon residency training programs to ensure residents' competence as clinical teachers. More residency programs today are offering teaching skills training to their housestaffs (3, 4), but the evidence for how this training should be accomplished is limited. In the current climate of competency-based postgraduate training (5), medical educators need stronger outcome data to prepare their residents appropriately for key responsibilities as teachers, supervisors, and role models.
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