Background: Academic hospitalists aspire to be highly effective teachers and must demonstrate excellence in teaching to be promoted. Internal Medicine (IM) residency programs increasingly rely on such hospitalists to supervise residents when they are on [...]
Background: Robust faculty development programs are useful for teaching hospitalists who are often providing the largest portion of the education experience for residents in internal medicine and is key to maintaining institutional competence. This requires [...]
Background: Feedback and teaching are critical to the development of clinical skills. Although they occur with regularity on medical wards, learners infrequently recognize them (Kogan et al. 2000). Feedback has been defined as providing information [...]
Background: Residency training includes learning to be an educator; however, it can be difficult for residents to feel comfortable and empowered to teach. Further, it has been established that the current generation of learners prefers [...]
Background: With the advent of resident duty hour restrictions, many programs now utilize nightfloat rotations in place of resident overnight call, with emphasis on admissions and crosscover of medical patients. While these rotations foster resident [...]
Background: Although residency programs strive to train residents in effective teaching, few tools to provide direct observation and feedback exist. In our prior work, we developed and validated observed structured teaching exercises (OSTEs) for pediatric [...]