Clinical Educators Faculty Development Module (On-Demand)-Resident as Teacher

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Video Summary

The speaker discusses how to help residents become effective teachers and how faculty can better evaluate and develop their teaching skills. She emphasizes that great teaching requires formal training, not just clinical expertise, and warns against common problems such as intimidation, insensitivity, and poor communication. Using adult learning theory, she explains that adults learn best when they can apply knowledge quickly, understand concepts rather than isolated facts, learn at their own pace, are motivated, receive regular feedback, and remain active in the learning process.<br /><br />She also outlines stages of medical learner development: dualism, multiplicity, and relativism. Junior learners often seek one right answer, while more advanced trainees must learn to consider multiple possibilities and, eventually, make patient-specific decisions based on context. To match these stages, she describes four teaching styles: assertive, suggestive, collaborative, and facilitative. She argues that effective teachers switch styles depending on the situation, from urgent patient care to reflection after difficult events.<br /><br />Finally, she addresses barriers such as time constraints, imposter syndrome, and anxiety, and recommends practical solutions like structured feedback, workshops, bedside teaching, and encouraging residents to teach daily. The overall message is that teaching is a learned skill, and strengthening it improves learner growth, patient care, and team culture.

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Resident as Teacher Recording

Keywords

resident teaching

faculty development

adult learning theory

medical education

teaching styles

learner development

structured feedback

bedside teaching

imposter syndrome