Leading an Effective Intern Prep Course (IPC)

Goals and Objectives of the Curriculum

The resident-as-educator (RAE) curriculum is designed to provide early educators with necessary skills in classroom teaching and feedback. As resident educators progress through the curriculum, they will be develop more advanced educator skills.

Year One: The Basics

All first year activities are aimed at achieving the following overarching goals:

  • Prepare and deliver an organized, relevant, and interactive teaching session to fourth year medical students in the Intern Preparation Course (IPC), with mentorship from faculty and peer educators.

  • Develop and practice a structure for giving, receiving, and utilizing feedback on teaching skills.

To achieve these overarching goals, the following objectives will be met. The resident educator will:

  1. Write high quality learning outcomes for their teaching session in the IPC with guidance from a faculty mentor.

  2. Identify 3-5 key teaching points and keep session focused on relaying these key points.

  3. Develop content for their session that readily maps to stated session goals and objectives and can be covered completely within the time allotted for their session.

  4. Practice presentation skills, including volume, eye contact, and time management, by delivering a classroom-based teaching session in the IPC.

  5. Present focused, appealing visual aids that highlight only the key points of their sessions.

  6. Demonstrate techniques to promote learner engagement during a teaching session, including starter techniques, use of breaks, and physical presence.

  7. Review the merits of lecture, large-group and small-group discussion formats for content delivery.

  8. Provide clear instructions for classroom activities and demonstrate techniques to promote task adherence.

  9. Name four key considerations in giving effective feedback (timely, specific, future-oriented, and concise).

  10. Provide specific and actionable positive and constructive feedback to a peer after viewing a practice teaching session.

  11. Reflect on and explicitly state how faculty and peer feedback was incorporated to improve their teaching session.

  12. Consider feedback from mentors and students in individualized goal setting at the conclusion of the curriculum.

For residents continuing beyond year one in the RAE curriculum, we have developed a scaffolded curriculum to continue to challenge educator skills:

Arrows showing the progression of focus for years one through three

Year Two: Classroom Management

In addition to refining first year foundational skills and knowledge, the second year of RAE introduces the following goals:

  • Employ a repertoire of tools to aid in classroom management, particularly in large classes.

  • Explain utility of, options for, and barriers to evaluation of educational interventions.

To achieve these overarching goals, the following objectives will be met.  The resident educator will:

  1. Incorporate one method to create a supportive learning environment in teaching session.

  2. Discuss how to use time more efficiently in sessions, particularly in transitions to and from small group activities and turn-taking.

  3. Create or revise an active learning technique for a teaching session.

  4. Discuss and practice two methods of responding to student error in a classroom setting.

  5. Name three reasons to evaluate your teaching session.

  6. Describe one method of evaluation and how it fits within the Kirkpatrick model.

  7. Critically reflect on student feedback on teaching sessions, how it affects us as educators, and how to incorporate it into future revisions of your teaching session.

Year Three: Mentorship and Individualized Focus

In addition to honing the skills introduced in the first and second year, third-year resident educators will:

  • Provide peer mentorship in creation of a teaching session, including feedback on peers’ draft objectives, outlines, and focused dry run of their session.

Some final year resident educators opt to pursue the optional goal to:

  • Acquire knowledge and skills within an individually identified advanced teaching topic, such as teaching with technology, simulation-based education, educational research, curriculum design, or adult learning theory.

Next up: Timeline