University of Wisconsin
School of Medicine and Public Health

The Education Academy for Clinical Housestaff (TEACH) Pathway

The goal of TEACH is to foster the careers of those residents interested in becoming clinician-educators. This includes rigorous development of the skills required for teaching and scholarship in medical education.  These skills are transferable across the continuum of medical education and will benefit those who wish to work with medical students, postgraduate trainees, and/or practicing physicians.
This pathway is designed specifically for residents who aspire to become clinician-educators or otherwise wish to include medical education as an integral part of their professional lives.

Structure of the TEACH Pathway

Residents apply for acceptance into the TEACH Pathway during the Spring of their PG1 year.  The application process includes a statement of intent to fully participate in the TEACH Pathway and complete the requirements.  A Teaching Distinction is also available for any resident who wants to participate in certain components of the program without completing all of the requirements.   Upon acceptance into the TEACH Pathway, each TEACHer is paired with a faculty mentor.  The pair will meet periodically throughout PG2 and PG3 year to review progress of Independent Learning Goals, required curricula, and to discuss feedback of teaching sessions.  TEACHers will also receive peer feedback on their teaching throughout the two years.  The requirements for the TEACH Pathway are outlined below:

Workshops (1/2 day)

  • Teaching in the Clinical Environment – The Basics
  • Research Methods and Procedures in Medical Education

Classes (1 hour each)*

  • Learning Theory:  how does it apply to medical education?
  • Session Planning:  how-to
  • Assessment and Evaluation

Assignments

  • Teaching Philosophy
  • Prepare 2 articles (or book chapters) for Education Journal Club (1 for Teaching Distinction)*
  • Review of education literature in one area of interest (can also be Advances topic)
  • Observations of your teaching in 3 different venues* (see list of venues and procedure on website)
  • Observations of peer’s teaching
  • Attend 6 journal club sessions (3 for Teaching Distinction)*

Journal / Book Club

  • Quarterly Review of Education Literature (must attend ¾)

Capstone Learning Project – Required for TEACH Pathway

Needs to be completed by end of training.

  • Curriculum developed and submitted to Med Ed Portal
  • Educational Research project completed

*Required for Teaching Distinction

In addition to the structured curricula outlined above, TEACHers can use research elective time to develop curricula and educational research projects.  They will also be mentored for submitting their work to national education meetings (for example American Association of Medical Colleges, Association of Program Directors in Internal Medicine, Clerkship Directors in Internal Medicine, and Society for General Internal Medicine).

UW has many resources with which to accomplish the goal of creating outstanding Clinician-Educators:

  • The Department of Medicine has a long history of involvement in the School of Medicine and Public Health. Our faculty teach 40% of the preclinical courses and over 30% of the postgraduate and continuing professional development programs offered by the school. These teachers are consistently recognized for excellence in teaching by national organizations as well as by medical students, residents, and fellows.
  • In 2015, The University of Wisconsin – School of Education was rated No. 1 among public institutions for the second consecutive year by US News and World Report.  Having this elite school on the same campus enables the Department of Medicine to receive face to face guidance from experts in many areas of education.  The Director of Education in the department is also a graduate from the School of Education.  Amy Zelenski, PhD provides mentorship in teaching and educational scholarship to residents, fellows, and faculty.  She is also engaged in research focusing on the innovative use of theater techniques to build the empathic communication skills of professionals.
  • The Internal Medicine Residency was one of 17 Education Innovation Project sites sponsored by the Accreditation Council of Graduate Medical Education (ACGME) Residency Review Committee in Internal Medicine. The program was chosen due to its long history of education innovation and leadership.