T E A C H
By the end of this module, you will be able to:
- Identify your personal definition of a good resident teacher.
- Identify and describe each of the components of the T-E-A-C-H Model.
- Practice the "T" component of the T-E-A-C-H Model at home.
- Describe the benefits of asking questions of students as you teach.
- Reflect on the components of a positive and negative teaching environment.
- Identify ways to incorporate the components of the T-E-A-C-H Model into your own teaching, including:
- Methods to engage students when on your service/rotation.
- Meta-thinking around "what" you are asking medical students and "why". (What do you want students to learn from hem to learn from your question?)
- Creating a positive learning environment for your medical student(s).
Before you begin, take a few moments to jot down answers to the following. Writing down your response is important, as it helps you to better integrate your thoughts.
Think back to when YOU were a medical student...
- Which teachers did you value most as instructors? (residents or attendings)
- What qualities and skills did they exhibit? (list them)
- Why did these qualities and skills seem to work well for you?
- Would these qualities and skills be more or less effective for different students? Why?
- Are there any residents or fellows in your current program who are known for their teaching skill? Are there residents/fellows you particularly admire for their teaching abilities?
- What attitudes/behaviors do they exhibit?
- How do you think they are able to balance time constraints and clinical commitments with teaching? What have you seen them “do” that enables them to maintain this balance?
- Do you experience any barriers to your teaching? If so, what? (list them)