Letters to the Editor
Assistant program director, internal medicine/pediatrics residency, and assistant professor of clinical internal medicine and pediatrics, Keck School of Medicine of USC, University of Southern California, Los Angeles, California; email@example.com.
To the Editor:
As a medical educator involved in clinical and programming aspects of residency training, I experience the challenges of delivering learner-centered education. Srinivasan et al1 propose six core competencies for medical educators. I believe all clinical teachers should learn and apply those teaching competencies because most “enter their academic positions underprepared for their roles as medical educators.”1 I offer some practical suggestions for implementation.
“Medical education mentors” should be identified to familiarize faculty with standardized principles of medical education. Teaching as a competency should become a standard expectation for all chief residents, especially because many pursue academic careers. Academic faculty should also be encouraged to pursue achievement in the additional four specialized competencies listed by Srinivasan et al. They should develop innovative ways to apply teaching competencies to create an “academic track” curriculum that focuses on delivering patient-centered care in a learner-centered environment, even with decreased educator–learner contact time. I challenge us to become prepared, successful teachers, mentors, and innovators to prepare future physician–educators.
Stephanie K. Zia, MD
Assistant program director, internal medicine/pediatrics residency, and assistant professor of clinical internal medicine and pediatrics, Keck School of Medicine of USC, University of Southern California,
Los Angeles, California; firstname.lastname@example.org.
1. Srinivasan M, Li ST, Meyers FJ, et al. “Teaching as a competency”: Competencies for medical educators. Acad Med.. 2011;86:1211–1220