How we launched a developmental student-as-teacher (SAT) program for all medical students.

INTRODUCTION: Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. METHODS: A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. RESULTS: The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. CONCLUSIONS: The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

Efficiency is not enough; you have to prove that you care: role modelling of compassionate care in an innovative resident-as-teacher initiative.

INTRODUCTION: The current emphasis on providing holistic competent and efficient healthcare has revealed a need to nurture providers' compassionate and relationship-centred care throughout the continuum of medical education. METHODS: Our resident-as-teacher programme trained 41 residents from core clerkships at six clinical sites in the United States of America (USA) to teach and practice compassionate care through role-modelling. The programme focused on resident's demonstrations or failures to demonstrate compassionate care with peers, students and healthcare providers, and engaged residents in disseminating their experience to their colleagues. A mixed-method evaluation assessed short-term outcomes at multiple levels through the collection of resident's: pre- and post-programme scores on empathy scale, performance on standardised patient (SP) exercise, and self-assessment of their performance on relationship-centred care skills; journal reflections; presentations delivered at their site and attendees' evaluation; evaluation of the programme. Quantitative data was analysed calculating descriptive statistics and paired sample t-tests, using SAS. Qualitative data was analysed performing open coding and code frequency counts to identify emergent themes. RESULTS: Residents had empathy scores within the average range, and high scores on SP assessments throughout the programme. The programme had a positive impact on resident's perceptions of their relationship-centred skills. Residents found the programme useful, and emphasised the importance of mindfulness, active presence and slowing down-and were concerned with addressing these needs in daily practice. Eighteen presentations were delivered across sites. Attendees found the presentations useful and necessary in their training. CONCLUSIONS: Residents successfully reflected on, embodied and disseminated the programme's core concepts on their rotations. This group required validation of their commitment to compassionate care, and sought strategies to embody their commitment while inspiring other providers, residents and students.