Original Publication
Open Access

Resident-as-Teacher DVD Series

Published: July 21, 2015 | 10.15766/mep_2374-8265.10152

Included in this publication:

  • Instructor's Guide.docx
  • Resident-as-Teacher Series DVD
  • Resident-as-Teacher Facilitator Guide.docx
  • Resident-as-Teacher Self-Study Guide.docx
  • Resident-as-Teacher PowerPoint.pptx
  • Resident-as-Teacher Pocket Guide.pdf

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. This publication includes large downloadable files. If you experience difficulty downloading these files, please contact mededportal@aamc.org to receive a free DVD version via mail.

Editor's Note: Not all of the files for this publication can be downloaded due to either size or functional limitations. Sign in to view the instructions for full material access. Click "Request Materials" to receive a free DVD with the associated resource files via mail.


Introduction: The medical education literature shows that residents spend at least 25% of their time teaching, enjoy teaching, consider it important, and agree that teaching improves their clinical knowledge and clinical skills. However, in today's busy training environments, there is limited time to formally train residents as teachers. Methods: We developed a multidisciplinary, resident-as-teacher curriculum that includes a DVD series and accompanying self-study and facilitator guides to help program directors, medical educators, and residents take the first step in implementing cross-departmental teacher training. The entire curriculum was presented to all Beth Israel Deaconess Medical Center (BIDMC) residency program directors and at the Harvard Medical School's Resident-as-Teacher Curriculum Showcase. To date, the departments of medicine, obstetrics and gynecology, surgery, emergency medicine, dermatology, anesthesiology, neurology, and radiology have used the facilitator's guide to lead small-group resident-as-teacher sessions or have engaged their residents in self-study using the guide and videos. The DVD series may be used as part of a resident self-study program, as the basis of a facilitator-led teaching series for house staff, or as preparatory material for "flipped" classroom-type sessions. Results: Eleven senior residents, from across departments, and three junior faculty members piloted and assessed the quality of the series. All found the series to be "Quite" or "Extremely Useful" in terms of introducing the skills of clinical teaching and all found the overall quality of the series to be “Excellent.” We also conducted an assessment of the effectiveness of presenting the series in AY2014 and 2015 as part of a "Fourth-Year Boot Camp" to senior Harvard Medical students (n = 22) who were about to start surgical or obstetrics and gynecology residencies. Pre- and post-evaluation of the large-group sessions using the DVD modules, PowerPoint, pocket guide, and facilitator's guide showed that the students perceived significant improvements in several areas in terms of their teaching comfort and confidence. Discussion: We are currently conducting a multidisciplinary, clinical teaching observation study to determine the extent to which the series and accompanying guide have an impact on the residents' clinical teaching skills, regardless of department. Preliminary data from this study indicate that during the post-intervention observation, residents are more likely to ask students about their learning goals, encourage more student questions, inquire about the student's perspective on a case, encourage self-directed learning, and provide specific learner feedback.

Educational Objectives

By the end of the module, learners will be able to:

  1. Identify five key adult learning principles and describe how they might apply these principles to various clinical teaching venues.
  2. Recognize common challenges in teaching adult learners and propose at least one solution to address or troubleshoot an issue that may arise.
  3. Identify a minimum of three facilitation skills necessary to create learner-centered experiences that encourage questioning, discovery, and discussion.
  4. Define at least two strategies to use in order to provide consistent, supportive feedback to medical students and junior colleagues.
  5. Describe a plan for clinical supervision that provides students with an appropriate blend of direction and autonomy.

Author Information

  • Lori Newman, MEd: Harvard Medical School
  • Carrie D. Tibbles, MD: Harvard Medical School
  • Katharyn Meredith Atkins, MD: Harvard Medical School
  • Susan Burgin, MD: Harvard Medical School
  • Lauren J. Fisher, DO: Beth Israel Deaconess Medical Center
  • Tara S. Kent, MD, MS: Harvard Medical School
  • C. Christopher Smith, MD: Harvard Medical School
  • Hope A. Ricciotti, MD: Harvard Medical School
  • Ashley Aluko: Harvard Medical School

None to report.

None to report.


  1. ACGME Common Program Requirements, Chicago, IL: Accreditation Council of Graduate Medical Education. 2013.
  2. Bickel J, Brown AJ. Generation X: Implications for faculty recruitment and development in academic health centers. Acad Med. 2005;80:205–210. http://dx.doi.org/10.1097/00001888-200503000-00003
  3. Busari JO, Scherpbier AJJA, van der Vleuten CPM, Essed GE. Residents' perception of their role in teaching undergraduate students in the clinical setting. Med Teach. 2000;22:348–45 http://dx.doi.org/10.1080/014215900409438
  4. Butani L, et al. Attributes of residents as teachers and role models: A mixed methods study of stakeholders. Medical Teach. 2013;35:E1052–E1059. http://dx.doi.org/10.3109/0142159X.2012.733457
  5. Council on Graduate Medical Education. Twenty-first report: Improving value in graduate medical education August 2013. Downloaded February 5, 2014. http://www.hrsa.gov/advisorycommittees/bhpradvisory/cogme/Reports/twentyfirstreport.pdf
  6. Fox G. Teaching normal development using stimulus videotapes in psychiatric education. Academic Psychiatry. 2003;27:283–288. http://dx.doi.org/10.1176/appi.ap.27.4.283
  7. Greenberg LW, Goldberg RM, Jewett LS. Teaching in the clinical setting: Factors influencing residents' perceptions, confidence and behaviour. Med Educ. 1984;18:360–365. http://dx.doi.org/10.1111/j.1365-2923.1984.tb01283.x
  8. Hill AG, Yu T, Barrow M, Hattie J. A systematic review of resident-as-teacher programmes. Med Educ. 2009;43:1129–1140. http://dx.doi.org/10.1111/j.1365-2923.2009.03523.x
  9. Hurtubise L, Martin B, Gilliland A, Mahan J. To play or not to play: Leveraging video in medical education. Journal of Graduate Medical Education. 2013;5:13–18. http://dx.doi.org/10.4300/JGME-05-01-32
  10. Liaison Committee on Medical Education. Functions and structure of a medical school standards for accreditation of medical education programs leading to the M.D. degree. Washington, DC: LCME, 2013.
  11. Morrison EH et al. Residents-as-teachers training in US residency programs and offices of graduate medical education. Acad Med. 2001;76:S1–S4. http://dx.doi.org/10.1097/00001888-200110001-00002
  12. Reamy B et al. Who will be the faculty of the future? Results of a 5-year study growing educators using an immersive third postgraduate year (PGY-3) faculty development mini-fellowship. Medical Teac. 2012;34:e459–e463. http://dx.doi.org/10.3109/0142159X.20668631
  13. Ricciotti H, Dodge L, Head J, Atkins K, Hacker M. A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills. Medical Teacher. 2012;34:e52–e57. http://dx.doi.org/10.3109/0142159X.2012.638012
  14. Sternszus R, Cruess S, Young M, Steinert Y. Residents as role models: Impact on undergraduate trainees. Academic Medicine. 2012;87(9):1282–1287. http://dx.doi.org/10.1097/ACM.0b013e3182624c53


Newman L, Tibbles C, Atkins K, et al. Resident-as-teacher DVD series. MedEdPORTAL. 2015;11:10152. https://doi.org/10.15766/mep_2374-8265.10152