ABSTRACT
Introduction
In medical residency, residents play the dual role of teachers and learners. Training programs aiming at teaching residents how to become teachers are being implemented around the world and are referred to as ‘Resident as teacher’ (RaT) programs. According to the National Curricular Guidelines of the Medical Undergraduate Course, one can learn to establish educational goals and competence matrix, as well as skills such as communication, empathy, mediation of conflicts, among others. The implementation of these programs should be based on the understanding of the context of each medical residency where they are to be included and the residents should also know the potential of each scenario of their specialty to promote an effective teaching.
Objective
The objective of the study was the development of the structure of a Teaching Training Program (Resident as Teacher) divided into modules and detailed with their respective bibliographical references.
Method
a literature review was performed on medical education and some methods were tested in a practice scenario during a master’s degree dissertation, using the SNAPPS technique, and during a doctoral thesis presentation using the OMP technique.
Outcome
A Teaching Training Program was built in medical residencies based on the positive results found in the medical education literature. It is proposed that each module has a duration of approximately one month, with activities lasting one shift per week. The format of the discussion may vary with each specialty and with the number of residents in each program. It is suggested that a flipped classroom situation be carried out, sending the bibliographic reference of support on the subjects to the residents by email one week before the completion of each module. Several activities can be implemented in each module to consolidate the studied material.
Conclusion
After structuring a script to be implemented by the residency programs in Brazil, residents are expected to more effectively play the role that many already exercise in practice and that the level of learning of undergraduate and internship students consequently improves.
Internship and residency; Medical education; Medicine; Knowledge management