Invited Commentary

Commentary on Medical Student Education Improvement Using a Resident-Driven Student Rotation

Authors: Kevin M. Boehm, DO, MSc, FAAEM

Abstract

“See one, do one, teach one.” This phrase was ingrained in my memory during my training and it is one I have used when training residents. At one time, the central pedagogy of medical education, this model is quickly being replaced by a more patient-centric version. “See one, simulate many, do one, teach one.” As we witness this shift in medical education, as well as a shift toward stricter duty hours, we have to ask ourselves how we can continue to educate residents and medical students. The answer may lie in using the resident as a teacher. This is not a novel concept; my introductory phrase highlights the importance of teaching a concept in order to be able to fully understand it. I can recall as a medical student having most of my education supplemented by interns and residents. Unfortunately, there was no uniformity to this education. Some residents had a passion to teach and were quite good at it, while others lacked the drive to teach. I applaud the authors of this pilot study, Adler and Homayounrooz, for demonstrating that a standard curriculum would help residents not only to teach medical students, but also to have a positive effect on their educational experience.1

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References

1. Adler AC, Homayounrooz FF. Medical student education improvement using a resident-driven student rotation. South Med J 2012; 105: 68–70.
 
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