Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2018 Jun 26:14:10728.
doi: 10.15766/mep_2374-8265.10728.

Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation

Debbie C Chen  1 , Eli M Miloslavsky  2   3 , Ariel S Winn  4   5 , Jakob I McSparron  6
Affiliations

Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation

Debbie C Chen et al. MedEdPORTAL. .

Abstract

Introduction: Multiple barriers, including time constraints, a demanding teaching environment, and lack of longitudinal relationships with residents, make it challenging for fellows and learners to engage in effective teaching during consultation.

Methods: The Fellow as Clinical Teacher (FACT) curriculum was developed to overcome such barriers and improve fellow teaching in the setting of inpatient consultation. The FACT curriculum consists of two 45- to 60-minute small-group sessions designed for subspecialty fellows. The first session focuses on overcoming barriers to teaching and application of the principles of adult learning theory. The second introduces the PARTNER (partner with resident, assess the learner, reinforce positives, teaching objectives, new knowledge, execute recommendations, review) framework for teaching during consultation and uses video examples to model the application of this framework, allowing fellows to practice its implementation through role-play.

Results: Previously, the FACT curriculum was shown to improve teaching skills of rheumatology and pulmonary/critical care fellows as evaluated by objective structured teaching exercises. Here, the curriculum has been expanded to 51 internal medicine and pediatrics fellows in 15 different training programs. The curriculum improved fellow teaching skills as assessed by self-assessment surveys. It was highly rated by participants, and fellows reported being more likely to teach during consultation following this educational intervention.

Discussion: The FACT curriculum can be integrated into subspecialty training programs to improve the teaching skills of internal medicine and pediatrics fellows in the setting of inpatient consultation. Ultimately, improved teaching from fellows may have broad-reaching effects for residents, patients, and the fellows themselves.

Keywords: Consultation; Fellowship.

PubMed Disclaimer

Conflict of interest statement

None to report.

References

    1. Swanwick T. Informal learning in postgraduate medical education: from cognitivism to “culturism.” Med Educ. 2005;39(8):859–865. https://doi.org/10.1111/j.1365-2929.2005.02224.x - PubMed
    1. Kesselheim JC, Cassel CK. Service: an essential component of graduate medical education. N Engl J Med. 2013;368(6):500–501. https://doi.org/10.1056/NEJMp1214850 - PubMed
    1. Cai Q, Bruno CJ, Hagedorn CH, Desbiens NA. Temporal trends over ten years in formal inpatient gastroenterology consultations at an inner city hospital. J Clin Gastroenterol. 2003;36(1):34–38. https://doi.org/10.1097/00004836-200301000-00011 - PubMed
    1. Ta K, Gardner GC. Evaluation of the activity of an academic rheumatology consult service over 10 years: using data to shape curriculum. J Rheumatol. 2007;34(3):563–566. - PubMed
    1. Miloslavsky EM, McSparron JI, Richards JB, Puig A, Sullivan AM. Teaching during consultation: factors affecting the resident–fellow teaching interaction. Med Educ. 2015;49(7):717–730. https://doi.org/10.1111/medu.12760 - PubMed

LinkOut - more resources