# Resident-as-Teacher Curriculum: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine

## TL;DR

This paper provides evidence-based guidelines for creating and evaluating resident-as-teacher curricula in emergency medicine.

## Contribution

The paper introduces expert guidelines for resident-as-teacher curricula based on a critical review of the literature.

## Key findings

- Needs assessment is crucial before developing a resident-as-teacher curriculum.
- Curricula should cover adult learning theory, feedback, and teaching techniques.
- Assessment should include direct observation and measure both knowledge and skill retention.

## Abstract

Improving resident teaching skills is an expectation of training. Despite the recognized importance of resident-as-teacher (RaT) curricula, variability indicates the need for evidence-based guidelines to inform best practices. This paper outlines expert guidelines for the development, implementation, and evaluation of RaT curricula from the members of the Council of Residency Directors in Emergency Medicine Best Practices Subcommittee, based on a critical review of the literature. It is important to perform a needs assessment prior to creating and implementing a RaT curriculum. The RaT curricula should include instruction on adult learning theory, feedback, and classroom and bedside teaching techniques. Outcomes of RaT curricula should be assessed using multiple sources including direct observation and incorporate both knowledge and skill retention, as well as acquisition.