During training, pulmonary-critical care fellows may have both formal and informal teaching roles for their junior colleagues. Fellows-as-teachers curricula may support these roles, but little is known about the effectiveness and durability of these curricula. In this presentation, we will present an overview of our recently developed fellows-as-teachers workshops. Further, we will share the clinical and educational impact of pairing our curriculum with a fellow-led rounding initiative in one of our ICUs.
1. Discuss the theoretical benefits and the evidence base for “trainees-as-teachers” curricula.
2. List priorities for training pulmonary and critical care fellows as teachers.
3. Articulate the impact that fellows-as-teachers workshops may have on the clinical teaching environment.
4. Recognize limitations of conducting observational educational research.
Paul A. Bergl, MD
Medical College of Wisconsin