The CHOP Residency Program has made a commitment to helping our residents develop a strong foundation in education through the three-year residents-as-teachers curriculum. Medical student education is the focus of the teaching curriculum in the intern year. Starting during orientation week, the class is broken down into smaller learning groups.
Each group is facilitated by a member of the residency program leadership or one of the Pediatrics Clerkship directors. In these groups, we introduce core teaching skills such as providing feedback and teaching at the bedside — folding in both the practical application and the theoretical underpinnings. These learning groups remain fixed for the entire first year. They serve as an environment in which to practice new skills, discuss challenges and explore the experience of being both a learner and a teacher.
Starting in the second year, the focus of the teaching curriculum shifts to the residents’ role as a rising senior and the challenges of leading a team. During their block as a floor senior, the second year residents participate in discussions, rounds observations, and feedback sessions with the chief residents designed to enhance their experiences in a supervisory role.
In the first and second year, the residents also participate in education-focused leadership. The evening retreats consist of interactive group sessions with faculty to prepare the residents to lead rounds and manage teams effectively. Additionally one morning report each month focuses on teaching techniques.
The Teach Senior Block is the main focus of the teaching curriculum in the third year. During this block, the residents lead a variety of medical student educational activities, such as core curricular didactics and bedside teaching, as well as intern-directed activities such as precepting in primary care clinic and night-time conferences. In order to support the residents and help them to grow as teachers during this time, the residents meet with a faculty member to discuss the science of debriefing.
Additionally, the third-year residents are observed during didactic and bedside teaching sessions by faculty members so they can receive feedback on their own teaching skills. Also during the third year, each resident leads a noon conference on a primary care topic, facilitates a case presentation with an intern, and many incorporate some aspect of teaching into their Advocacy Project.