Residents As Teachers - TEACH Model


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)