Reverse Educational Distance: Exploring a novel concept to enhance Resident-As-Teacher curricula.

Authors:
Evelyn Constantin
Evelyn Constantin
McGill University
Canada
Aliki Thomas
Aliki Thomas
McGill University
Canada

Med Teach 2019 Apr 16:1-7. Epub 2019 Apr 16.

b Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada.

Purpose: The learning benefits associated with residents teaching peers and junior trainees are well documented. However, the concept of Reverse Educational Distance (RED), when residents teach an academically senior audience, is poorly described.

Methods: We explored Pediatric residents' and community health care providers' (cHCPs) perceptions of a RED teaching intervention, whereby residents would engage in teaching cHCPs. We explored the anticipated learning benefits, challenges, and ways to optimize its implementation in a residency program. We conducted a descriptive qualitative study with focus groups. We also compared RED with the traditional Resident-As-Teacher (RAT) approach from a theoretical framework perspective.

Results: Benefits anticipated by residents included: (1) optimizing their incentive to learn; (2) focusing on the practical 'real-world application' of knowledge; and (3) a better understanding of community practice. Benefits anticipated by cHCPs included: (1) being updated on evidence-based practices; and (2) improving collaboration between cHCPs and future pediatricians. The major anticipated challenge was the residents' lack of clinical experience, for which key solutions were proposed.

Conclusions: Engaging residents in teaching cHCPs could lead to enhanced and unique learning benefits compared to the traditional RAT approach. RED is a promising strategy for RAT curricula aiming at best preparing trainees for their future role as educators.

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Source
https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1
Publisher Site
http://dx.doi.org/10.1080/0142159X.2019.1578875DOI Listing
April 2019
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References

(Supplied by CrossRef)

Frank JR et al.
2015

Green J et al.
2014

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