The Office of Teacher & Educational Development has copies of many of these articles/books available for duplication and/or loan.

Anderson, K., Anderson, W., Scholtzen, D. (1990) Surgical residents as teachers. Curr Surg May-June: 185-8.

Apter, A., Metzger, R., Glassroth, J. (1988). Residents' perceptions of their role as teachers. Journal of Medical Education 63: 900-5.

Armstrong, E., Ashford, I., Freeman, J., Koller, C, Pistoria, M., Stello, B., & Mawji, Z (2001). Developing The Teaching Skills of Residents Through Interactive Resident-as-Teacher Workshops. AAMC IME, Washington, D.C.
Summary: Proposal to provide residents with experiences to help them develop teaching skills through workshops based on Five-Step Microskills Model of Clinical Teaching

Barrows, M.V. (1966). Medical students' opinions of the house office as a medical educator. Journal of Medical Education 41, 807-10.

Barth, R.J., Rowland-Morin, P.A., Mott, L.A. & Burchard, K.W. (1997). Communication effectiveness training improves surgical resident teaching ability. J Am Coll Surg 185: 516-519.

Beher, J., Gordon, K., Meyer, B. & Stevens, N. (1992). A Five-Step "Microskills" Model of Clinical Teaching. J Am Board Fam Pract 5: 419-424.

Bing-You, R.G. (1990). Differences in teaching skills and attitudes among residents after their formal instruction in teaching skills. Academic Medicine 65, 483.

Bing-You, R.G., & Greenberg, L.W. (1990). Training residents in clinical teaching skills: A Resident managed program. Medical Teacher 12, 305-9.

Bing-You, R.G., Greenberg, L.W., Wiederman, B.L., Smith, C.S. (1997). A Randomized Multicenter Trial to Improve Resident Teaching With Written Feedback. Teaching and Learning in Medicine 9(1): 10-13.
Summary: Randomized and controlled study in which residents in the experimental group received written feedback on their teaching skills in eight areas. Results showed that written feedback may improve their teaching and this method may be a useful alternate or complement to other approaches to supporting resident teaching.

Bing-You, R.G. & Harvey, B.J. (1991). Factors Related to Residents' Desire and Ability to Teach in the Clinical Setting. Teaching and Learning in Medicine 3(2): 95-100.
Summary: A survey of residents attitudes toward teaching, interpersonal characteristics, and other background indicated that residents' desire to teach significantly correlated with enjoying work with students and feelings that teaching was an important responsibility, and promoting students as active participants in the learning process was associated with both residents' desire and ability to teach.

Bing-You, R.G. & Sproul, M.S. (1992). Medical Students' Percpetions of Themselves and Residents as Teacahers. Medical Teacher 14(2/3): 133.
Summary: A questionnaire of medical students indicated that 67% felt residents played a significant role as teachers during the first clinical year, that 1/3 of their knowledge could be attributed to house staff teaching.

Bing-You, R.G., & Tooker, J. (1993). Teaching Skills Improvement Programmes in US Internal Medicine Residencies. Medical Education 27: 259-265.
Summary: Responses to a questionnaire sent to all 428 US internal medicine program directors indicate that only 20% of responding institutions had teaching skills improvement programs, mean instructional time was 9 hours, program directors were the most utilized teachers, 51% required residents to attend, evaluation/feedback was the most common topic, program directors' attitudes probably influence decisions whether to teach and evaluate teaching skills

Brown, R.S. (1970). House staff attitudes toward teaching. Journal of Medical Education 45, 156-9.

Callen, K.E. & Roberts, J.M. (1980). Psychiatric residents' attitudes toward teaching. Am J Psychiatry 137:1104-1106.

Camp, M.G., Hoban, J.D., & Katz, P. (1985). A course on teaching for house officers. Journal of Medical Education 61, 967-70.

Chou, C., Jain, S. (2001). A Curriculum to Teach Residents to Teach in the Ambulatory Setting. Academic Medicine 76(5): 571.
Summary: A two-component curriculum is described: a 7-week didactic segment consisting of weekly 90-minute seminars and a practical component in the clinic that involves student patient evaluation followed by discussion and feedback with the resident.

CHED (1999). Clinical Teaching in the Health Professions. Monash University (ched@adm.monash.edu.au)
Summary: Web-based special interest topic discussing the elements of good clinical teaching, concluding that it is a combination of being carefully systematic and suitably flexible. Characteristics of good clinical teachers are that they display organization and clarify, good instructional skills, enthusiasm and knowledge; have a systematic approach to feedback, use a valid assessment regime, and are trained for their task; model good clinical behavior, are able to self evaluate and continually update their own knowledge and skills.

Craig, J.L. (1988). Teacher training for medical faculty and residents. Canadian Medical Association Journal 139: 949-52.

Dunnington, G.L., DaRosa, D.A. (1998). A prospective randomized trial of a residents-as-teachers training program. Acad Med 73: 696-700.

Dunnington, G.L., DaRosa, D. (1998). A Prospective Randomized Trial of a Residents-as-Teachers Training Program. Academic Medicine 73(6): 696-700.
Summary: Used resident needs assessment as basis for designing and evaluating (using an OSTE) a two-day course for improving teaching skills. Concluded that the value of a needs assessment was demonstrated, courses should provide active learning with opportunities for practice and ongoing feedback following the course to maintain changes.

Dunnington, G.L. & DaRosa, D. (2000). Instructor's Guide for Teaching Residents to Teach. Springfield, IL: Association for Surgical Education.

Edwards, J.C., Kissling, G.E., Brannan, J.R., Plauche, W.C., & Marier, R.L. (1988a). Study of teaching residents how to teach. Journal of Medical Education 63, 602-10.

Edwards, J.C., Kissling, G.E., Plauche, W.C. & Marier, R.L. (l986). Long-term evaluation of training residents in clinical teaching skills. J Med Edu 61: 967-970.

Edwards, J.C. & Marier, R.L. (1988b). Clinical Teaching for Medical Residents. Roles, Techniques, and Programs. Springer Publishing Company, New York.

Edwards, J.C., Plauche, W.C., & Marier, R.L. (1988). Handbook of Conferences on Teaching Skills for REsidents. New Orleans, LA: Louisiana State University.

Embi, P.J., Bowen, J.L. & Singer, E. (2001). A Web-Based Curriculum to Improve Residents' Education in Outpatient Medicine. Academic Medicine 76(5): 545. Summary: Describes a web-based program designed to improve accessibility of the learning materials, residents' preparation for conferences, consistency in the format and quality of materials, and residents' engagement in their learning. Makes available curricular resources for 3-yr program.

Ferenchick, G., Simpson, D., Blackman, J., DaRosa, D.A., & Dunnington, G.L. (1997). Strategies for efficient and effective teaching in the ambulatory care setting. Acad Med 72: 277-280.

Foley, R.P. & Smilansky, J. (1980). Teaching Techniques-A Handbook for Health Professionals. NY: McGraw-Hill.

Foley, R., Smilansky, J. & Yonke, A. (1979). Teacher-Student Interaction in a Medical Clerkshop. J Med Edu 54: 622-626.

Friedland, J.A., Zimmerman, J.L. & Liscum, K (1998). Skills for Internship. Academic Medicine 73(5): 610-611.
Summary: Describes an Integrative Clinical Experience (ICE) course designed to facilitate the transition from medical school to internship. Teaching skills is one of six topics addressed.

Furney, S.L., Orsini, A.N., Orsetti, K.E., Stern, D.T., Gruppen, L.D. & Irbin, D.M. (2001). Teaching the One-Minute Preceptor. An Randomized Controlled Trial. J Gen Intern Med 16(9): 620-4.
Summary: Describes results of one-hour session incorporating lecture, group discussion, and role-play related to the one-minute preceptor model. Concluded that the OMP model is a brief and easy-to-administer intervention that provides modest improvements in residents' teaching skills.

Gjerde, C.L., Coble, R.J. (1982). Resident and faculty perceptions of effective clinical teaching in family practice. Journal of Family Practice 14: 323-7.

Gordon, K. & Meyer, B. Adapted by Irbin, D and Updated by Greer, T. (1999). Website: http:// clerkship.famed.Washington.edu/ teaching/Appendices/5Microskills.Htm.
Summary: Describes program that defines each component of the One Minute Preceptor and provides opportunities to practice five microskills for clinical teaching.

Greenberg, L.W., Goldberg, R.M., Jewett, L.S. (1984). Teaching in the clinical setting: Factors influencing residents' perceptions, confidence and behavior. Medical Education 18: 360-5.

Handfield-Jones, R., Nasmith, L., Steinert, Y. & Lawn, N. (1993). Creativity in Medical Education: The Use of Innovative Techniques in Clinical Teaching. Medical Teacher 15(1): 3.
Summary: Presents advantages of introducing innovations into medical teaching and suggests ways to do so, including a number of example techniques.

Hilliard, R.I. (1990). The good and effective teacher as perceived by pediatric residents and faculty. American Journal of Diseases of Children 144: 1106-10.

Irby, D.M. (1994). What Clinical Teachers in Medicine Need to Know. Academic Medicine 69(5): 333-342.
Summary: Qualitative study of six distinguished clinical teachers in general internal medicine in 1991. Conclusions: "Excellence in clinical teaching requires clinical knowledge of medicine, of specific patients, and of contact plus an educational knowledge of learners, general principles of teaching, and case-based teaching scripts. When combined, these domains of knowledge allow attending physicians to engage in clinical instructional reasoning and to target their teaching to the specific needs of their learners.

Irby, D.M., Gillmore, G.M. & Ramsey P.G. (1987). Factors affecting ratings of clinical teachers by medical students and residents. Journal of Medical Education 62: 1-7.
Irby, D.M., Rakestraw, P. (1981). Evaluating clinical teaching in medicine. Journal of Medical Education 56: 181-6.

Jewett, L.S., Greenberg, L.W., & Goldberg, R.M. (1982). Teaching residents how to teach: a one-year study. Journal of Medical Education 57, 361-6.

Johnson, C.E. (1996, June). Developing Residents as Teachers: Process and Content. Pediatrics 97(6), 907.
Summary: Describes process of developing, implementing, and evaluating a teaching improvement program for residents in pediatrics, including the process of curriculum planning, development, implementation, and evaluation of the program; the rationale and strategies chosen in the design phase; the factors that influenced the processes of development, implement and evaluation; the role of faculty developers within the program in assisting residents to improve their teaching.

Johnson, C.E., Bachur, R., Priebe, C., Barnes-Ruth, A., Lovejoy, F.H. & Hafler, J.P. (1996). Developing residents as teachers: process and content. Pediatrics 97: 907-916.

LaCombe, M.A. (1997). On Bedside Teaching. Annals of Internal Medicine 126: 217-220.
Summary: Describes strategies for making bedside teaching safe, fun, and effective, as well as why bedside teaching is valuable.

Lawson, B.K., Harvill, L.M. (1980). The evaluation of a training program for improving residents' teaching skills. J Med Educ 55: 1001-5.

Levinson, W. (2000). Who is doing the teaching? J Gen Intern Med 15(5): 346-7.

Lewis, J.M. & Kapelman, M.M. 1984). Teaching types: An introductory course for residents. Journal of Medical Education 59, 355.

Litzelman, D.K., Stratos, G.A. & Skeff, K.M. (1994). The Effect of a Clinical Teaching Retreat on Residents' Teaching Skills. Academic Medicine 69(5): 433-435.
Summary: Describes structure and results of retreat designed to improve residents' teaching skills, which focused on learning climate, communication of goals, understanding and retention, and feedback through large-group mini-lectures and small-group sessions analyzing videotaped reenactments of actual clinical teaching episodes, practice through role play, and group debriefing. Residents reported improvement in all categories immediately following and at 6-month follow-up.

Litzelman, D.K., Stratos, G.A., Marriott, D.J., Lazaridis, E.N., & Skeff, K.M. (1998). Beneficial and Harmful Effects of Augmented Feedback on Physicians' Clinical-Teaching Performances. Academic Medicine 73: 324-332.

Litzelman, D.K., Stratos, G.A., Marriott, D.J., & Skell, K.M. (1998). Factorial Validation of a Widely Disseminated Educational Framework for Evaluating Clinical Teaachers. Academic Medicine 73: 688-695.

Lowry, S.F. (1976). The role of house staff in undergraduate surgical education. Surgery 80: 624-628.

Marriott, D.J., Litzelman, D.K. (1998). Students' global assessments of clinical teachers: A reliable and valid measure of teaching effectiveness. Acad Med 73 (suppl): S72-S74.

Medio, F.J. (2002). The Resident as Teacher. American Medical Association http://www.ama-assn.org/ama/pub/category/3667.html
Summary: Describes course modules of "The Resident as Teacher" course consisting of 4 two-hour modeules covering wide range of clinical teaching skills and techniques that enable residents to integrate teaching duties into daily patient care.

Meleca, C.B. & Schimpfhauser, F.T. (1976). A house staff training program to improve the clinical instruction of medical students. Proceedings of the Annual Conference on Research in Medical Educstion 15, 267-73.

Mitchell, S., Cook, J. & Densen, P. (1994). A teaching rotation for residents. Acad Med 69: 434.

Morrison, E.H. (2000). Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000. Pediatrics 105(1): 238-241.
Summary: Review of studies and data in the literature on teaching skills improvement programs for residents, outcome-based studies, and evaluation methods.

Morrison, E.H., Boker, J.R., Hollingshead, J., Prislin, M.D., Hitchcock, M.A., Litzelman, D.K. (2002). Reliability and Validity of an Objective Structured Examination for Generalist Resident Teachers. Academic Medicine 77: 29-32.

Morrison, E.H., Garman, K.A. & Friedland, J.A. (2001). A National Web Site for Residents as Teachers. Academic Medicine 76(5): 544.
Summary: Describes website developed in conjunction with the GME section of the AAMC's GEA. It provides free online teaching resources for resident physicians and teaching faculty in all specialties with the purpose of supplementing residents-as-teachers curricula while serving as a national research tool.

Morrison, E.H., Friedland, J.A., Boker, J., Rucker, L., Hollingshead, J. & Murata, P. (2001). Residents-as-Teachers Training in U.S. Residency Programs and Offices of Graduate Medical Education. Academic Medicine 76(10): S1-S3.
Summary: Describes survey of residency directors and GME deans and directors to gather data on existing residents-as-teachers programs in order to clarify the prevalence and characteristics of residents-as-teachers curricula in U.S. graduate medical education.

Morrison, E.H., Hollingshead, J., Hubbell, F.A., Hitchcock, M.A. & Rucker, L., Prislin, M.D. (2002). Reach Out and TEach Someone: Generalist Residents' Needs for Teaching Skills Development. Family Medicine 34: 445-450.

Morrison, E.H., Rucker, L., Boker, J.R., Gabbert, C.C., Hubbell, F., Hitchcock, M.A., & Prislin, M.D. (2004). The Effect of a 13-Hour Curriculum to Improve Residents' Teaching Skills. Annals of Internal Medicine 141(4): 257-263.

Morrison, E.H., Rucker, L., Prislin, M.D. & Castro, C.S. (2000). Lack of correlation of residents' academic performance and teaching skills. Am J Med 109(3): 238-40.

Newble, D. & Cannon, R. (1983). A Handbook for Clinical Teachers, 2nd Ed. Adelaide: MTP Press.

Orlander, J.D., Bor, D.H. & Strunin, L. (1994). A Structured Clinical Feedback Exercise as a Learning-to-Teach Practicum for Medical Residents. Academic Medicine 69(1): 18-20.
Summary: Describes Clinical Feedback Exercise (CFE) used as a learning-to-teach practical for upper-level residents. CFE consists of 7 clinical skill stations presented in the form of written cases, with one including a live patient, in which internal perform a urinalysis, interpret blood smear, obtain and interpret sputum Gram stains, perform a physical examination of the heart, evaluate metabolic acidosis, manage respiratory failure using a mechanical ventilator, and treat unstable angina. Interns verbalize thought processes. Residents supervise each station and provide feedback.

Prislin, M.D., Fitzpatrick, C., Giglio, M., Kie, D., & Radecki, S. (1998). Initial Experience with a Multi-/station Objective Structured Teaching Skills Evaluation. Academic Medicine 73: 116-118.

Pristach, C.A., Donoghue, G.D., Sarkin, R., Wargula, C., Doerr, R., Opila, D., Stern, M. & Single, G. (1991). A Multidisciplinary Program to Improve the Teaching Skills of Incoming Housestaff. Academic Medicine 66(3): 172-174.
Summary: Describes the development and evaluation of a program for incoming house staff to improve teaching skills. Included instruction in large-group teaching skills, bedside teaching, small-group discussion, and student evaluation.

Pristach, C.A., Donoghue, G.D., Sarkin, R., et al. (1991). A multidisciplinary program to improve the teaching skills of incoming housestaff. Acad Med 66: 172-174.

Rider, E.A., Federman, D.D. & Hafler, J.P. (2000). Residents as Teachers - A Faculty Development Approach to Programme Development. Medical Education 34: 955-956.
Summary: Describes development of a program whose objective was to develop a core group of teaching faculty to implement a permanent resident as teacher programme for 150 residents in the Harvard Medical School pediatric residencies.

Roberts, K.B., DeWitt, T.G., Goldberg, R.L. & Scheiner, A.P. (1994). A program to develop residents as teachers. AArch Pediatr Adolesc Med 148: 405-410.

Schwenk, T.L., Sheets, K.J., Marquez, J.T., Whitman, N.A., Davis, W.E., & McClure, C.L. (1987). Where, how, and from whom do family practice residents learn? A multisite analysis. Fam Med 19: 265-8.

Schwenk, T.L. & Whitman, N. (1987). The Physician as Teacher. Baltimore: Williams and Wilkins.

Schwenk, T.L., & Whitman, L. (1993). Residents as Teachers: A Guide to Educational Practice, 2nd Ed. Sant Lake City, UT: Department of Family and Preventive Medicine, University of Utah School of Medicine

Sheets, K.L., Hankin, F.M., Schwenk, T.L. (1991). Preparing surgery house officers for their teaching role. Am J Surg 161: 443-449.

Simon, S.R., et al. The importance of feedback Academic Medicine 72: 1-2.

Skeff, K.M. (1988). Enhancing teaching effectiveness and vitality I the ambulatory setting. Journal of General Internal Medicine 3(Suppl): 26-33.

Snell, L., Tallett, S., Haist, S., Hays, R., Norcini, J., Prince, K., et al. (2000). A Review of the Evaluation of Clinical Teaching: New Perspectives and Challenges. Medical Education 34: 862-870.

Spickard, A., Corbett, E.C. & Schorling, J.B. (1996). Improving residents' teaching skills and attitudes toward teaching. J Gen Intern Med 11: 475-480.

Spickard III, A., Wenger, M. & Corbett Jr., E.C. (1996). Three Essential Features of a Workshop to Improve Resident Teaching Skills. Teaching and Learning in Medicine 9(3): 170-173.
Summary: Describes three essential features of a resident teaching skills workshop identified from the literature and a program based on those findings. Three-hour program focused on learning climate and feedback.

Steinert, Y. (1993). Twelve tips for using role-plays in clinical teaching. Medical Teacher 15: 283-291.

Stern, D.T., Williams, B.C., Gill, A., Gruppen, L.D., Woolliscroft, J.O. & Grum, C.M. Is There a Relationship Between Attending Physicians' and Residents' Teaching Skills and Students' Examination Scores? Academic Medicine 75(11): 1144-1146.
Summary: Describes study designed to determine association between attending physicians' and residents' teacher ratings and their students' examination scores. Results showed faculty's teaching ratings to be a small but significant predictor of increase in students' knowledge, but residents' ratings did not predict an increase in students' knowledge.

Tonesk, X. (1979). The house officer as a teacher: What schools expect and measure. Journal of Medical Education 54, 613-6.

Tremonti, L.P., Biddle, W.B. (1982). Teaching behaviors of residents and faculty members. Journal of Medical Education 57: 854-9.

Weinholtz, D. & Edwards, J. (1992). Teaching During Rounds: A Handbook for Attending Physicians and Residents. Baltimore, Maryland: Johns Hopkins University Press.

Weiss, V. & Needleman, R. (1998). To teach is to learn twice: Resident teachers learn more. Arch Pediatr Adolesc Med 152: 190-192.

White, C.B., Bassali, R.W. & Heery, L.B. (1997). Teaching residents to teach: An instructional program for training pediatric residents to precept third-year medical students in the ambulatory clinic. Arch Pediatr Adolesc Med 151: 730-735.

Wilkerson, L., & Irby, D.M. (1998). Strategies for Improving Teaching Practices: A Comprehensive Approach to Faculty Development. Academic Medicine 73: 387-396.

Wilkerson, L., Lesky, L. & Medio, F.J. (1986). The Resident as Teacher During Work Rounds. Journal of Medical Education 61: 823-829.
Summary: Describes an observational study of residents during work rounds that was conducted as a needs assessment prior to development and implementation of a course on clinical teaching for residents. Results indicated that residents often do not use techniques that enhance learning and often adopt a style that actually hinders learning.

Wipf, J.E. & Pinsky, L.E. 1994). The Role of the Senior Resident: Team Leader, Manager, and Teacher (videotape). Seattle, Washington: University of Washington Press.

Wipf, J.E., Pinsky, L.E. & Burke, W. (1995). Turning Interns into Senior Residents: Preparing Residents for Their Teaching and Leadership Roles. Academic Medicine 70(7): 591-596.
Summary: Describes program designed to help residents develop effective managerial, leadership, and teaching skills. Identifies questions for consideration in the development of such a program.

Wipf, J.E., Orlander, J.D., & Anderson, J.J. (1999). The Effect of a Teaching Skills Course on Interns' and Students' Evaluations of Their Resident-Teachers. Academic Medicine 74: 938-942.

Yedida, M.J., Schwartz, M.D., Hirschkorn, D. & Kipkin, M. (1995). The conflicting roles of medical residents. J Gen Intern Med 10: 615-623.