Southern Illinois University School of Medicine

Southern Illinois University School of Medicine Office of Residency Affairs


Residents as Teachers Resources

Residents as TeachersDeath by PowerPoint, Johansson, 2005.  Background:  10 Things You Should Know About PowerPoint Abuse View


Effective Use of Feedback, Kaprielian and Gradison, 1998.  Background:  How can we give our learners the feedback they need without putting them through unnecessary pain? View


Feedback in Clinical Medical Education, Ende, 1983.  Background:  This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of medical education. View


Giving Feedback in Medical Education, Verification of Recommended Techniques, Hewson and Little, 1998.  Background: Investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving feedback effectively. View


Medical Students’ Perceptions of Themselves and Residents as Teachers, Bing-You and Sproul, 1992.  Background: Eighty three medical students from one class at University of Vermont College of Medicine were surveyed as to their perceptions of both themselves and residents as teachers. View


Teaching on the Run Tips, Lake and Ryan, 2004.  Background:  This is a series of clinical setting vignettes that talk about the problems and  solutions/teaching aids. View


Teaching Residents to Teach:  The Impact of a Multi-Disciplinary Longitudinal Curriculum to Improve Teaching Skills,  Julian, O’Sullivan, Vener and Warnsley, 2007.  Background:  Residents have primary responsibility for teaching medical students, yet many receive no formal teaching instruction.  This study evaluated the impact of longitudinal multi-disciplinary teaching curriculum on resident participants’ self-perceived teaching skills. View


Teaching When Time is Limited, Irby and Wilkerson, 2008.  Teaching in small increments of time during patient care can provide powerful learning experiences for trainees. This article explores the ways that clinical teachers might do this in a time efficient way. View


The Briefing, Intraoperative Teaching, Debriefing Model for Teaching in the Operating Room, Roberts, Williams, Kim and Dunnington, 2009.  Background:  The need for a more deliberate approach to operating room teaching becomes more imperative as duty hour restrictions limit the exposure residents have to the operating room. View


Why Residents Should Teach, Busari and Scherpbier, 2004.  Background:  Resident doctors contribute significantly to the quality of undergraduate medical training and it is assumed that by participating in the process, they also improve their own professional competency.  We decided to investigate whether there is evidence to support this assumption. View

"The mission of the SIU School of Medicine is to assist the people of central and southern Illinois in meeting their health care needs through education, patient care, research, and service to the community."


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