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Miloslavsky EM, Degnan K, McNeill J, et al. Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills. J Grad Med Educ. 2017;9(3):345-350doi: 10.4300/JGME-D-16-00464.1.
Miloslavsky, E. M., Degnan, K., McNeill, J., & McSparron, J. I. (2017). Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills. Journal of graduate medical education, 9(3), 345-350. https://doi.org/10.4300/JGME-D-16-00464.1
Miloslavsky, Eli M, et al. "Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills." Journal of graduate medical education vol. 9,3 (2017): 345-350. doi: https://doi.org/10.4300/JGME-D-16-00464.1
Miloslavsky EM, Degnan K, McNeill J, McSparron JI. Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills. J Grad Med Educ. 2017 Jun;9(3):345-350. doi: 10.4300/JGME-D-16-00464.1. PMID: 28638515; PMCID: PMC5476386.
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J Grad Med Educ. 2017 Jun;9(3):345-350. doi: 10.4300/JGME-D-16-00464.1.

Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills.

Journal of graduate medical education

Eli M Miloslavsky, Kathleen Degnan, Jenna McNeill, Jakob I McSparron

PMID: 28638515 PMCID: PMC5476386 DOI: 10.4300/JGME-D-16-00464.1

Abstract

BACKGROUND: Subspecialty consultation in inpatient care is increasing. Teaching by subspecialty fellows in a consultation setting may be an important source of work-based learning for students and residents. However, teaching and evaluation of learners in this context may be challenging due to personal and systems-based barriers.

OBJECTIVE: We developed and evaluated a framework designed to overcome barriers to teaching and to improve fellow teaching skills during inpatient consultation.

METHODS: The PARTNER (

RESULTS: Twelve of 16 eligible fellows (75%) participated in the program and completed 73 OSTE cases. Teaching skills measured by OSTEs and self-assessment surveys improved after administration of the FACT curriculum. There was no significant skill decay at the end-of-year evaluation. The curriculum was rated highly, and 73% (8 of 11) of fellows stated they would teach more frequently as a result of the intervention.

CONCLUSIONS: The FACT curriculum was practical and feasible, and significantly improved fellows' teaching skills teaching during inpatient consultation.

Conflict of interest statement

Conflict of interest: The authors declare they have no competing interests.

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