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Dermatology residents interact with trainees of various levels throughout the workday—from undergraduate or even high school students to postgraduate fellows. Depending on the institution’s training program, residents may have responsibilities to teach through lecture series such as Grand Rounds and didactics. Therefore, it is an integral part of resident training to become educators in addition to being learners; however, formal pedagogy education is rare in dermatology programs. 1,2 Herein, I discuss several techniques that residents can apply to their practice to cultivate ideal learning environments and outcomes for trainees.
Creating Effective Teaching and Learning Experiences
Planning to teach can be as important as teaching itself. Developing learning objectives can help to create effective teaching and learning experiences. Learning objectives should be specific, time bound, attainable, and learner centered (Table 1). It is recommended that residents aim for no more than 4 objectives per hour of learning.3 By creating clear learning objectives, residents can make connections between the content and any assessments. Bloom’s taxonomy of cognitive learning objectives gives guidance on action verbs to use in writing learning objectives depending on the cognitive process being tested (Table 2).4
Creating a Safe Educational Environment
Psychological safety is the belief that a learning environment is a safe place in which to take risks.5 A clinical learning environment that is psychologically safe can support trainee well-being and learning. Cultivating a safe educational environment may include addressing microaggressions and bias in the clinical workplace. Table 3 provides examples of statements using the 6 Ds, which can be used to mitigate these issues.6 The first 4—direct, distract, delegate, and defer—represent ways to respond to racism, microaggressions, and bias, and the last 2—display discomfort and debrief—are responses that may be utilized in any problematic incident. Residents can play an important supportive role in scenarios where learners are faced with an incident that may not be regarded as psychologically safe. This is especially true if the learner is at a lower training level than the dermatology resident. We all play a role in creating a safe workplace for our teams.
Teaching in the Clinic and Hospital
There are multiple challenges to teaching in both inpatient and outpatient environments, including limited space and time; thus, more informal teaching methods are common. For example, in an outpatient dermatology clinic, the patient schedule can become a “table of contents” of potential teaching and learning opportunities. This technique is called the focused half day.3,7 By reviewing the clinic schedule, students can focus on a specific area of interest or theme throughout the course of the day.3
Priming and framing are other focused techniques that work well in both outpatient and inpatient settings.3,8,9 Priming means alerting the trainee to upcoming learning objective(s) and focusing their attention on what to observe or do during a shared visit with a patient. Framing—instructing learners to collect information that is relevant to the diagnosis and treatment—allows trainees to help move patient care forward while the resident attends to other patients.3
Modeling involves describing a thought process out loud for a learner3,10; for example, prior to starting a patient encounter, a dermatology resident may clearly state the goal of a patient conversation to the learner, describe their thought process about the topic, summarize the important points, and ask the learner if they have any questions about what was just said. Using this technique, learners may have a better understanding of why and how to go about conducting a patient encounter after the resident models one for them.
Effectively Integrating Visual Media and Presentations
Research supported by the cognitive load theory and cognitive theory of multimedia learning has led to the assertion-evidence approach for creating presentation slides that are built around messages, not topics, and messages are supported with visuals, not bullets.3,11,12 For example, slides should be constructed with 1- to 2-line assertion statements as titles and relevant illustrations or figures as supporting evidence to enhance visual memory.3
Written text on presentation slides often is redundant with spoken narration and also decreases learning because of cognitive load. Busy background colors and/or designs consume working memory and also can be detrimental to learning. Limiting these common distractors in a presentation makes for more effective delivery and retention of knowledge.3
Final Thoughts
There are multiple avenues for teaching as a resident and not all techniques may be applicable depending on the clinical or academic scenario. This column provides a starting point for residents to augment their pedagogical skills, particularly because formal teaching on pedagogy is lacking in medical education.
- Burgin S, Zhong CS, Rana J. A resident-as-teacher program increases dermatology residents’ knowledge and confidence in teaching techniques: a pilot study. J Am Acad Dermatol. 2020;83:651-653. doi:10.1016/j.jaad.2019.12.008
- Burgin S, Homayounfar G, Newman LR, et al. Instruction in teaching and teaching opportunities for residents in US dermatology programs: results of a national survey. J Am Acad Dermatol. 2017;76:703-706. doi:10.1016/j.jaad.2016.08.043
- UNM School of Medicine Continuous Professional Learning. Residents as Educators. UNM School of Medicine; 2023.
- Bloom BS. Taxonomy of Educational Objectives. Book 1, Cognitive Domain. Longman; 1979.
- McClintock AH, Fainstad T, Blau K, et al. Psychological safety in medical education: a scoping review and synthesis of the literature. Med Teach. 2023;45:1290-1299. doi:10.1080/0142159X.2023.2216863
- Ackerman-Barger K, Jacobs NN, Orozco R, et al. Addressing microaggressions in academic health: a workshop for inclusiveexcellence. MedEdPORTAL. 2021;17:11103. doi:10.15766/mep_2374-8265.11103
- Taylor C, Lipsky MS, Bauer L. Focused teaching: facilitating early clinical experience in an office setting. Fam Med. 1998;30:547-548.
- Pan Z, Kosicki G. Framing analysis: an approach to news discourse. Polit Commun. 1993;10:55-75. doi:10.1080/10584609.1993.9962963
- Price V, Tewksbury D, Powers E. Switching trains of thought: the impact of news frames on readers’ cognitive responses. Commun Res. 1997;24:481-506. doi:10.1177/009365097024005002
- Haston W. Teacher modeling as an effective teaching strategy. Music Educators J. 2007;93:26. doi:10.2307/4127130
- Alley M. Build your scientific talk on messages, not topics. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385725653
- Alley M. Support your presentation messages with visual evidence, not bullet lists. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385729603
Dermatology residents interact with trainees of various levels throughout the workday—from undergraduate or even high school students to postgraduate fellows. Depending on the institution’s training program, residents may have responsibilities to teach through lecture series such as Grand Rounds and didactics. Therefore, it is an integral part of resident training to become educators in addition to being learners; however, formal pedagogy education is rare in dermatology programs. 1,2 Herein, I discuss several techniques that residents can apply to their practice to cultivate ideal learning environments and outcomes for trainees.
Creating Effective Teaching and Learning Experiences
Planning to teach can be as important as teaching itself. Developing learning objectives can help to create effective teaching and learning experiences. Learning objectives should be specific, time bound, attainable, and learner centered (Table 1). It is recommended that residents aim for no more than 4 objectives per hour of learning.3 By creating clear learning objectives, residents can make connections between the content and any assessments. Bloom’s taxonomy of cognitive learning objectives gives guidance on action verbs to use in writing learning objectives depending on the cognitive process being tested (Table 2).4
Creating a Safe Educational Environment
Psychological safety is the belief that a learning environment is a safe place in which to take risks.5 A clinical learning environment that is psychologically safe can support trainee well-being and learning. Cultivating a safe educational environment may include addressing microaggressions and bias in the clinical workplace. Table 3 provides examples of statements using the 6 Ds, which can be used to mitigate these issues.6 The first 4—direct, distract, delegate, and defer—represent ways to respond to racism, microaggressions, and bias, and the last 2—display discomfort and debrief—are responses that may be utilized in any problematic incident. Residents can play an important supportive role in scenarios where learners are faced with an incident that may not be regarded as psychologically safe. This is especially true if the learner is at a lower training level than the dermatology resident. We all play a role in creating a safe workplace for our teams.
Teaching in the Clinic and Hospital
There are multiple challenges to teaching in both inpatient and outpatient environments, including limited space and time; thus, more informal teaching methods are common. For example, in an outpatient dermatology clinic, the patient schedule can become a “table of contents” of potential teaching and learning opportunities. This technique is called the focused half day.3,7 By reviewing the clinic schedule, students can focus on a specific area of interest or theme throughout the course of the day.3
Priming and framing are other focused techniques that work well in both outpatient and inpatient settings.3,8,9 Priming means alerting the trainee to upcoming learning objective(s) and focusing their attention on what to observe or do during a shared visit with a patient. Framing—instructing learners to collect information that is relevant to the diagnosis and treatment—allows trainees to help move patient care forward while the resident attends to other patients.3
Modeling involves describing a thought process out loud for a learner3,10; for example, prior to starting a patient encounter, a dermatology resident may clearly state the goal of a patient conversation to the learner, describe their thought process about the topic, summarize the important points, and ask the learner if they have any questions about what was just said. Using this technique, learners may have a better understanding of why and how to go about conducting a patient encounter after the resident models one for them.
Effectively Integrating Visual Media and Presentations
Research supported by the cognitive load theory and cognitive theory of multimedia learning has led to the assertion-evidence approach for creating presentation slides that are built around messages, not topics, and messages are supported with visuals, not bullets.3,11,12 For example, slides should be constructed with 1- to 2-line assertion statements as titles and relevant illustrations or figures as supporting evidence to enhance visual memory.3
Written text on presentation slides often is redundant with spoken narration and also decreases learning because of cognitive load. Busy background colors and/or designs consume working memory and also can be detrimental to learning. Limiting these common distractors in a presentation makes for more effective delivery and retention of knowledge.3
Final Thoughts
There are multiple avenues for teaching as a resident and not all techniques may be applicable depending on the clinical or academic scenario. This column provides a starting point for residents to augment their pedagogical skills, particularly because formal teaching on pedagogy is lacking in medical education.
Dermatology residents interact with trainees of various levels throughout the workday—from undergraduate or even high school students to postgraduate fellows. Depending on the institution’s training program, residents may have responsibilities to teach through lecture series such as Grand Rounds and didactics. Therefore, it is an integral part of resident training to become educators in addition to being learners; however, formal pedagogy education is rare in dermatology programs. 1,2 Herein, I discuss several techniques that residents can apply to their practice to cultivate ideal learning environments and outcomes for trainees.
Creating Effective Teaching and Learning Experiences
Planning to teach can be as important as teaching itself. Developing learning objectives can help to create effective teaching and learning experiences. Learning objectives should be specific, time bound, attainable, and learner centered (Table 1). It is recommended that residents aim for no more than 4 objectives per hour of learning.3 By creating clear learning objectives, residents can make connections between the content and any assessments. Bloom’s taxonomy of cognitive learning objectives gives guidance on action verbs to use in writing learning objectives depending on the cognitive process being tested (Table 2).4
Creating a Safe Educational Environment
Psychological safety is the belief that a learning environment is a safe place in which to take risks.5 A clinical learning environment that is psychologically safe can support trainee well-being and learning. Cultivating a safe educational environment may include addressing microaggressions and bias in the clinical workplace. Table 3 provides examples of statements using the 6 Ds, which can be used to mitigate these issues.6 The first 4—direct, distract, delegate, and defer—represent ways to respond to racism, microaggressions, and bias, and the last 2—display discomfort and debrief—are responses that may be utilized in any problematic incident. Residents can play an important supportive role in scenarios where learners are faced with an incident that may not be regarded as psychologically safe. This is especially true if the learner is at a lower training level than the dermatology resident. We all play a role in creating a safe workplace for our teams.
Teaching in the Clinic and Hospital
There are multiple challenges to teaching in both inpatient and outpatient environments, including limited space and time; thus, more informal teaching methods are common. For example, in an outpatient dermatology clinic, the patient schedule can become a “table of contents” of potential teaching and learning opportunities. This technique is called the focused half day.3,7 By reviewing the clinic schedule, students can focus on a specific area of interest or theme throughout the course of the day.3
Priming and framing are other focused techniques that work well in both outpatient and inpatient settings.3,8,9 Priming means alerting the trainee to upcoming learning objective(s) and focusing their attention on what to observe or do during a shared visit with a patient. Framing—instructing learners to collect information that is relevant to the diagnosis and treatment—allows trainees to help move patient care forward while the resident attends to other patients.3
Modeling involves describing a thought process out loud for a learner3,10; for example, prior to starting a patient encounter, a dermatology resident may clearly state the goal of a patient conversation to the learner, describe their thought process about the topic, summarize the important points, and ask the learner if they have any questions about what was just said. Using this technique, learners may have a better understanding of why and how to go about conducting a patient encounter after the resident models one for them.
Effectively Integrating Visual Media and Presentations
Research supported by the cognitive load theory and cognitive theory of multimedia learning has led to the assertion-evidence approach for creating presentation slides that are built around messages, not topics, and messages are supported with visuals, not bullets.3,11,12 For example, slides should be constructed with 1- to 2-line assertion statements as titles and relevant illustrations or figures as supporting evidence to enhance visual memory.3
Written text on presentation slides often is redundant with spoken narration and also decreases learning because of cognitive load. Busy background colors and/or designs consume working memory and also can be detrimental to learning. Limiting these common distractors in a presentation makes for more effective delivery and retention of knowledge.3
Final Thoughts
There are multiple avenues for teaching as a resident and not all techniques may be applicable depending on the clinical or academic scenario. This column provides a starting point for residents to augment their pedagogical skills, particularly because formal teaching on pedagogy is lacking in medical education.
- Burgin S, Zhong CS, Rana J. A resident-as-teacher program increases dermatology residents’ knowledge and confidence in teaching techniques: a pilot study. J Am Acad Dermatol. 2020;83:651-653. doi:10.1016/j.jaad.2019.12.008
- Burgin S, Homayounfar G, Newman LR, et al. Instruction in teaching and teaching opportunities for residents in US dermatology programs: results of a national survey. J Am Acad Dermatol. 2017;76:703-706. doi:10.1016/j.jaad.2016.08.043
- UNM School of Medicine Continuous Professional Learning. Residents as Educators. UNM School of Medicine; 2023.
- Bloom BS. Taxonomy of Educational Objectives. Book 1, Cognitive Domain. Longman; 1979.
- McClintock AH, Fainstad T, Blau K, et al. Psychological safety in medical education: a scoping review and synthesis of the literature. Med Teach. 2023;45:1290-1299. doi:10.1080/0142159X.2023.2216863
- Ackerman-Barger K, Jacobs NN, Orozco R, et al. Addressing microaggressions in academic health: a workshop for inclusiveexcellence. MedEdPORTAL. 2021;17:11103. doi:10.15766/mep_2374-8265.11103
- Taylor C, Lipsky MS, Bauer L. Focused teaching: facilitating early clinical experience in an office setting. Fam Med. 1998;30:547-548.
- Pan Z, Kosicki G. Framing analysis: an approach to news discourse. Polit Commun. 1993;10:55-75. doi:10.1080/10584609.1993.9962963
- Price V, Tewksbury D, Powers E. Switching trains of thought: the impact of news frames on readers’ cognitive responses. Commun Res. 1997;24:481-506. doi:10.1177/009365097024005002
- Haston W. Teacher modeling as an effective teaching strategy. Music Educators J. 2007;93:26. doi:10.2307/4127130
- Alley M. Build your scientific talk on messages, not topics. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385725653
- Alley M. Support your presentation messages with visual evidence, not bullet lists. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385729603
- Burgin S, Zhong CS, Rana J. A resident-as-teacher program increases dermatology residents’ knowledge and confidence in teaching techniques: a pilot study. J Am Acad Dermatol. 2020;83:651-653. doi:10.1016/j.jaad.2019.12.008
- Burgin S, Homayounfar G, Newman LR, et al. Instruction in teaching and teaching opportunities for residents in US dermatology programs: results of a national survey. J Am Acad Dermatol. 2017;76:703-706. doi:10.1016/j.jaad.2016.08.043
- UNM School of Medicine Continuous Professional Learning. Residents as Educators. UNM School of Medicine; 2023.
- Bloom BS. Taxonomy of Educational Objectives. Book 1, Cognitive Domain. Longman; 1979.
- McClintock AH, Fainstad T, Blau K, et al. Psychological safety in medical education: a scoping review and synthesis of the literature. Med Teach. 2023;45:1290-1299. doi:10.1080/0142159X.2023.2216863
- Ackerman-Barger K, Jacobs NN, Orozco R, et al. Addressing microaggressions in academic health: a workshop for inclusiveexcellence. MedEdPORTAL. 2021;17:11103. doi:10.15766/mep_2374-8265.11103
- Taylor C, Lipsky MS, Bauer L. Focused teaching: facilitating early clinical experience in an office setting. Fam Med. 1998;30:547-548.
- Pan Z, Kosicki G. Framing analysis: an approach to news discourse. Polit Commun. 1993;10:55-75. doi:10.1080/10584609.1993.9962963
- Price V, Tewksbury D, Powers E. Switching trains of thought: the impact of news frames on readers’ cognitive responses. Commun Res. 1997;24:481-506. doi:10.1177/009365097024005002
- Haston W. Teacher modeling as an effective teaching strategy. Music Educators J. 2007;93:26. doi:10.2307/4127130
- Alley M. Build your scientific talk on messages, not topics. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385725653
- Alley M. Support your presentation messages with visual evidence, not bullet lists. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385729603
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<root generator="drupal.xsl" gversion="1.7"> <header> <fileName>Chiu June 2024</fileName> <TBEID>0C02F942.SIG</TBEID> <TBUniqueIdentifier>NJ_0C02F942</TBUniqueIdentifier> <newsOrJournal>Journal</newsOrJournal> <publisherName>Frontline Medical Communications Inc.</publisherName> <storyname>Chiu June 2024</storyname> <articleType>1</articleType> <TBLocation>Published-CT</TBLocation> <QCDate/> <firstPublished>20240625T135449</firstPublished> <LastPublished>20240625T152514</LastPublished> <pubStatus qcode="stat:"/> <embargoDate/> <killDate/> <CMSDate>20240625T135449</CMSDate> <articleSource/> <facebookInfo/> <meetingNumber/> <byline>Le Wen Chiu, MD</byline> <bylineText>Le Wen Chiu, MD</bylineText> <bylineFull>Le Wen Chiu, MD</bylineFull> <bylineTitleText/> <USOrGlobal/> <wireDocType/> <newsDocType/> <journalDocType/> <linkLabel/> <pageRange>E17-E19</pageRange> <citation/> <quizID/> <indexIssueDate/> <itemClass qcode="ninat:text"/> <provider qcode="provider:"> <name/> <rightsInfo> <copyrightHolder> <name/> </copyrightHolder> <copyrightNotice/> </rightsInfo> </provider> <abstract/> <metaDescription>D ermatology residents interact with trainees of various levels throughout the workday—from undergraduate or even high school students to postgraduate fellows. </metaDescription> <articlePDF/> <teaserImage/> <title>Teaching Tips for Dermatology Residents</title> <deck/> <disclaimer/> <AuthorList/> <articleURL/> <doi/> <pubMedID/> <publishXMLStatus/> <publishXMLVersion>2</publishXMLVersion> <useEISSN>0</useEISSN> <urgency/> <pubPubdateYear>2024</pubPubdateYear> <pubPubdateMonth>June</pubPubdateMonth> <pubPubdateDay/> <pubVolume>113</pubVolume> <pubNumber>6</pubNumber> <wireChannels/> <primaryCMSID/> <CMSIDs> <CMSID>2163</CMSID> </CMSIDs> <keywords/> <seeAlsos/> <publications_g> <publicationData> <publicationCode>CT</publicationCode> <pubIssueName>June 2024</pubIssueName> <pubArticleType>Online Exclusive | 2163</pubArticleType> <pubTopics/> <pubCategories/> <pubSections/> <journalTitle>Cutis</journalTitle> <journalFullTitle>Cutis</journalFullTitle> <copyrightStatement>Copyright 2015 Frontline Medical Communications Inc., Parsippany, NJ, USA. All rights reserved.</copyrightStatement> </publicationData> </publications_g> <publications> <term canonical="true">12</term> </publications> <sections> <term canonical="true">64</term> </sections> <topics> <term canonical="true">27442</term> </topics> <links/> </header> <itemSet> <newsItem> <itemMeta> <itemRole>Main</itemRole> <itemClass>text</itemClass> <title>Teaching Tips for Dermatology Residents</title> <deck/> </itemMeta> <itemContent> <p class="abstract">Dermatology residents are both learners and educators to fellow trainees. Although formal training on teaching is limited in medical education, residents must act as educators every day in both clinical and academic settings. There are several techniques that residents can apply to their practice to cultivate ideal learning environments and outcomes for trainees.</p> <p> <span class="body">D</span> ermatology residents interact with trainees of various levels throughout the workday—from undergraduate or even high school students to postgraduate fellows. Depending on the institution’s training program, residents may have responsibilities to teach through lecture series such as Grand Rounds and didactics. Therefore, it is an integral part of resident training to become educators in addition to being learners; however, formal pedagogy education is rare in dermatology programs. <sup>1,2</sup> Herein, I discuss several techniques that residents can apply to their practice to cultivate ideal learning environments and outcomes for trainees. </p> <h3>Creating Effective Teaching and Learning Experiences</h3> <p>Planning to teach can be as important as teaching itself. Developing learning objectives can help to create effective teaching and learning experiences. Learning objectives should be specific, time bound, attainable, and learner centered (Table 1). It is recommended that residents aim for no more than 4 objectives per hour of learning.<sup>3</sup> By creating clear learning objectives, residents can make connections between the content and any assessments. Bloom’s taxonomy of cognitive learning objectives gives guidance on action verbs to use in writing learning objectives depending on the cognitive process being tested (Table 2).<sup>4</sup></p> <h3>Creating a Safe Educational Environment</h3> <p>Psychological safety is the belief that a learning environment is a safe place in which to take risks.<sup>5</sup> A clinical learning environment that is psychologically safe can support trainee well-being and learning. Cultivating a safe educational environment may include addressing microaggressions and bias in the clinical workplace. Table 3 provides examples of statements using the 6 Ds, which can be used to mitigate these issues.<sup>6</sup> The first 4—direct, distract, delegate, and defer—represent ways to respond to racism, microaggressions, and bias, and the last 2—display discomfort and debrief—are responses that may be utilized in any problematic incident. Residents can play an important supportive role in scenarios where learners are faced with an incident that may not be regarded as psychologically safe. This is especially true if the learner is at a lower training level than the dermatology resident. We all play a role in creating a safe workplace for our teams.</p> <h3>Teaching in the Clinic and Hospital </h3> <p>There are multiple challenges to teaching in both inpatient and outpatient environments, including limited space and time; thus, more informal teaching methods are common. For example, in an outpatient dermatology clinic, the patient schedule can become a “table of contents” of potential teaching and learning opportunities. This technique is called the focused half day.<sup>3,7</sup> By reviewing the clinic schedule, students can focus on a specific area of interest or theme throughout the course of the day.<sup>3</sup></p> <p>Priming and framing are other focused techniques that work well in both outpatient and inpatient settings.<sup>3,8,9</sup> Priming means alerting the trainee to upcoming learning objective(s) and focusing their attention on what to observe or do during a shared visit with a patient. Framing—instructing learners to collect information that is relevant to the diagnosis and treatment—allows trainees to help move patient care forward while the resident attends to other patients.<sup>3<br/><br/></sup>Modeling involves describing a thought process out loud for a learner<sup>3,10</sup>; for example, prior to starting a patient encounter, a dermatology resident may clearly state the goal of a patient conversation to the learner, describe their thought process about the topic, summarize the important points, and ask the learner if they have any questions about what was just said. Using this technique, learners may have a better understanding of why and how to go about conducting a patient encounter after the resident models one for them.</p> <h3>Effectively Integrating Visual Media and Presentations</h3> <p>Research supported by the cognitive load theory and cognitive theory of multimedia learning has led to the assertion-evidence approach for creating presentation slides that are built around messages, not topics, and messages are supported with visuals, not bullets.<sup>3,11,12</sup> For example, slides should be constructed with 1- to 2-line assertion statements as titles and relevant illustrations or figures as supporting evidence to enhance visual memory.<sup>3</sup></p> <p>Written text on presentation slides often is redundant with spoken narration and also decreases learning because of cognitive load. Busy background colors and/or designs consume working memory and also can be detrimental to learning. Limiting these common distractors in a presentation makes for more effective delivery and retention of knowledge.<sup>3</sup></p> <h3>Final Thoughts</h3> <p>There are multiple avenues for teaching as a resident and not all techniques may be applicable depending on the clinical or academic scenario. This column provides a starting point for residents to augment their pedagogical skills, particularly because formal teaching on pedagogy is lacking in medical education.</p> <h2>References</h2> <p class="reference"> 1. Burgin S, Zhong CS, Rana J. A resident-as-teacher program increases dermatology residents’ knowledge and confidence in teaching techniques: a pilot study. <i>J Am Acad Dermatol</i>. 2020;83:651-653. doi:10.1016/j.jaad.2019.12.008<br/><br/> 2. Burgin S, Homayounfar G, Newman LR, et al. Instruction in teaching and teaching opportunities for residents in US dermatology programs: results of a national survey. <i>J Am Acad Dermatol</i>. 2017;76:703-706. doi:10.1016/j.jaad.2016.08.043<br/><br/> 3. UNM School of Medicine Continuous Professional Learning. <i>Residents as Educators</i>. UNM School of Medicine; 2023. <br/><br/> 4. Bloom BS. <i>Taxonomy of Educational Objectives. Book 1, Cognitive Domain</i>. Longman; 1979.<br/><br/> 5. McClintock AH, Fainstad T, Blau K, et al. Psychological safety in medical education: a scoping review and synthesis of the literature. <i>Med Teach</i>. 2023;45:1290-1299. doi:10.1080/0142159X.2023.2216863</p> <p class="reference"> 6. Ackerman-Barger K, Jacobs NN, Orozco R, et al. Addressing microaggressions in academic health: a workshop for inclusiveexcellence. <i>MedEdPORTAL</i>. 2021;17:11103. doi:10.15766/mep_2374-8265.11103<br/><br/> 7. Taylor C, Lipsky MS, Bauer L. Focused teaching: facilitating early clinical experience in an office setting. <i>Fam Med</i>. 1998;30:547-548.<br/><br/> 8. Pan Z, Kosicki G. Framing analysis: an approach to news discourse. <i>Polit Commun</i>. 1993;10:55-75. doi:10.1080/10584609.1993.9962963<br/><br/> 9. Price V, Tewksbury D, Powers E. Switching trains of thought: the impact of news frames on readers’ cognitive responses. <i>Commun Res</i>. 1997;24:481-506. doi:10.1177/009365097024005002<br/><br/>10. Haston W. Teacher modeling as an effective teaching strategy. <i>Music Educators J</i>. 2007;93:26. doi:10.2307/4127130<br/><br/>11. Alley M. Build your scientific talk on messages, not topics. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385725653<br/><br/>12. Alley M. Support your presentation messages with visual evidence, not bullet lists. Vimeo website. January 18, 2020. Accessed June 14, 2024. https://vimeo.com/385729603 </p> </itemContent> </newsItem> <newsItem> <itemMeta> <itemRole>bio</itemRole> <itemClass>text</itemClass> <title/> <deck/> </itemMeta> <itemContent> <p class="disclosure">From the Department of Dermatology, University of New Mexico, Albuquerque.</p> <p class="disclosure">The author reports no conflict of interest.<br/><br/>Correspondence: Le Wen Chiu, MD, UNMH Dermatology Clinic, 1021 Medical Arts NE, Albuquerque, NM 87102 (LChiu@salud.unm.edu).<br/><br/><em>Cutis.</em> 2024 June;113(6):E17-E19. doi:10.12788/cutis.1046</p> </itemContent> </newsItem> </itemSet></root>
Resident Pearls
- Emphasizing specific learning objectives, prioritizing safety in the learning environment, utilizing clinical teaching techniques, and using multimedia to present messages all contribute to effective dermatology teaching by residents.