ArticleBMC medical education2018
Developing internal medicine subspecialty fellows' teaching skills: a needs assessment.
Article in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Just-in-Time Teaching (JiTT) Screencasts: a Randomized Controlled Trial of Asynchronous Learning on an Inpatient Hematology-Oncology Teaching Service.Journal of cancer education : the official journal of the American Association for Cancer Education · 2022Trial
- Empowering incoming fellows: a structured workshop to enhance teaching and professional skills.BMC medical education · 2026Article
- Bringing the Teaching Close to Home: Implementation of a Near-Peer Model for Introductory Hematology-Oncology Fellowship Lecture Series.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026Article
- Impact of ATS Resident Boot Camp on Faculty and Fellows who Teach.ATS scholar · 2024Article
- Chalk Talks for the Clinical Setting: Evaluation of a Medical Education Workshop for Fellows.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Diamond goals not graphite! A triangulation approach to clinical teachers' needs assessment.Medical journal of the Islamic Republic of Iran · 2021Article
- Medical Education Interest, Exposure, and Career Planning in Subspecialty Trainees.Medical science educator · 2020Article
- Teacher training for rheumatology fellows: a national needs assessment of fellows and program directors.Clinical rheumatology · 2020Article
- Enhancing the Inpatient Consultation Learning Environment to Optimize Teaching and Learning.Rheumatic diseases clinics of North America · 2020Review
- Peer observation of teaching: A feasible and effective method of physician faculty development.Gerontology & geriatrics educationArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFor academic physicians, teaching represents an essential skill. The proliferation of educator training programs aimed at residents and medical students signals the increasing commitment of training programs to develop teaching skills in their trainees as early as possible. However, clinical fellowships represent an important opportunity to advance training as educators. In addition to enriching the pipeline of future teachers, developing fellows as teachers augments the training experience for more junior trainees and may impact patient care. Fellows' needs for programs to improve teaching skills have been largely unexplored.
methodsWe conducted a multi-institutional needs assessment of internal medicine (IM) subspecialty fellows to gauge interest in teaching and improvement of teaching skills. We surveyed IM subspecialty fellows at three academic medical centers about their access to fellow-as-teacher programs and other mechanisms to improve their teaching skills during fellowship. We also elicited their attitudes towards teaching and interest in training related to teaching skills.
resultsOne hundred eighty-three fellows representing 20 programs and nine different subspecialties responded to the survey (48% response rate). The majority of participants (67%) reported having no specific training focused on teaching skills and only 12% reported receiving regular feedback about their teaching during their fellowship. Seventy-nine percent of fellows anticipated teaching to be part of their careers, and 22% planned to participate in medical education scholarship. Fellows reported a strong interest in teaching and programs aimed at improving their teaching skills.
conclusionsThe majority of fellows reported a lack of mechanisms to advance their teaching skills as fellows, despite anticipating teaching to be an important aspect of their future careers and having strong interest in such programs. Our findings at three academic medical centers confirm a lost opportunity among subspecialty fellowships to accelerate teaching skills development for future educators.
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