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Teach the teacher: Training otolaryngology fellows to become academic educators
Author(s) -
Cramer John D.,
Chi David H.,
Schaitkin Barry M.,
Eibling David E.,
Johnson Jonas T.
Publication year - 2018
Publication title -
the laryngoscope
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.181
H-Index - 148
eISSN - 1531-4995
pISSN - 0023-852X
DOI - 10.1002/lary.27156
Subject(s) - medical education , curriculum , otorhinolaryngology , psychomotor learning , capstone , likert scale , medicine , psychology , demographics , pedagogy , surgery , cognition , sociology , developmental psychology , demography , algorithm , psychiatry , computer science
Objectives/Hypothesis Fellowship is the capstone of academic training and serves as preparation for an academic career. Fellows are expected to educate medical students and residents during and long after fellowship. However, little time is typically spent teaching fellows to become effective educators. We investigate a formal curriculum addressing teaching skills among fellows in otolaryngology–head and neck surgery (OHNS). Study Design E‐mail survey. Methods We developed and implemented an educational program called Teach the Teacher to build skills as educators for fellows in OHNS. We conducted a survey of fellows from 2014 to 2017 in OHNS who participated in the course. The survey evaluated demographics, teaching experiences, and teaching limitations structured as yes/no and Likert‐style questions (1 = strongly disagree, 5 = strongly agree). Results Thirty fellows were surveyed with a response rate was 80%. Fellowship was rated highly as an experience that will make fellows a better academic educator (mean ± standard deviation: 4.54 ± 0.64). The most important components of teaching during fellowship were role modeling (4.67 ± 0.62), followed by teaching psychomotor skills in the operating room (4.29 ± 0.89), diagnostic reasoning (4.25 ± 0.66), and evidence‐based medicine (4.25 ± 0.83). The Teach the Teacher course specifically was rated as a helpful experience (4.00 ± 0.90). The primary limitations to developing teaching skills during fellowship identified were lack of time, patient safety, and inexperience with hospital culture. Conclusions Fellowship is a key time to improve skills as academic educators. Fellows value formal efforts to teach academic skills. Level of Evidence NA. Laryngoscope , 128:2034–2048, 2018