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Chamberland M, Boulé R. Les résidents et l'enseignement: revue de la littérature. [Residents and the teaching role: review of the literature]. CMAJ. 1990;143(8):725-30
Chamberland, M., & Boulé, R. (1990). Les résidents et l'enseignement: revue de la littérature. [Residents and the teaching role: review of the literature]. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne, 143(8), 725-30.
Chamberland, M, and Boulé, R. "Les résidents et l'enseignement: revue de la littérature." [Residents and the teaching role: review of the literature]. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne vol. 143,8 (1990): 725-30.
Chamberland M, Boulé R. Les résidents et l'enseignement: revue de la littérature. [Residents and the teaching role: review of the literature]. CMAJ. 1990 Oct 15;143(8):725-30. French. PMID: 2207935; PMCID: PMC1452407.
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CMAJ. 1990 Oct 15;143(8):725-30.

[Residents and the teaching role: review of the literature].

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne

[Article in French]
M Chamberland, R Boulé

Affiliations

  1. Des départements de médecine et de médecine familiale, Faculté de médecine, université de Sherbrooke, PQ.

PMID: 2207935 PMCID: PMC1452407
Free PMC Article

Abstract

We reviewed the available data on residents' teaching role in the clinical setting to develop programs to improve their teaching skills. Articles published from 1966 to 1989 were identified through a computerized search of MEDLINE, and the bibliographies of identified papers were reviewed. Articles directly related to the topic were included and analysed. Taking into account their quality, we extracted data relevant to specific issues. Approximately 15% to 25% of an average work week was spent by residents in different teaching activities. Students acknowledged the importance of their contribution to clinical teaching. Residents benefitted from teaching by increasing their medical knowledge and promoting the development of important attitudes. Insufficient preparation for this task and the numerous practical problems faced by residents may explain their modest performance as teachers. Nevertheless, programs directed to residents might improve the quality of their teaching. We suggest some guidelines for the development of programs to improve their teaching skills and for future research.

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