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Teaching and Learning in Medicine

Residents play a critical role in teaching medical students and others on the health care team, as role models and mentors.  Graduate Medical Education is built on the principles of adult learning theory that posit that medical students and trainees learn best when instruction is problem-centered, experience-oriented, active and relevant to practice, conducted in a safe learning environment that encourages processing and verbalization of thought, and when feedback is provided.

 

Teaching Medical Students

 

Resources from the UW Residents as Teachers Workshop

We encourage residents and fellows to review the Medical School's requirements for the performance and evaluation of medical students by visiting their MD Curriculum, Student Performance Evaluation and Mid-rotation Feedback forms on the Medical Education Office Website.  Thorough review of Essential Information for Residents who Teach Medical Students (attachment) will ensure residents meet their teaching responsibilities and are familiar with the resources available to support them.

 

For more information on the UW School of Medicine and Public Health's Medical Education Office and the MS Third and Fourth Year curriculum, contact Roberta Rusch, Clerkship Curriculum Manager, at:

 

Medical Education Office, Department of Academic Affairs
4287C Health Sciences Learning Center
750 Highland Avenue Madison, WI 53705
(608) 263-8428
rrusch@wisc.edu

 

Teaching Skills for Residents

 

The University of New Mexico has an excellent website of resources on Residents as Teachers.

 

General Teaching Resources

 

New: University of Kansas-Witchita's Curriculum on Strategies for Clinical Teaching

 

University of Wisconsin Hospital and Clinics Educational Resources

 

ABC of Learning and Teaching in Medicine:  Applying Educational Theory in Practice British Medical Journal  2003;326:213-216 ( 25 January )

 

Miller School of Medicine Miami University's Education Grand Rounds has several educational videos on topics ranging from teaching cognitive reasoning to finding "teaching moments" and evaluating professionalism in medical students.