INTRODUCTION Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents' competencies related to clinical teaching. METHODS A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. RESULTS The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. CONCLUSION Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

中文翻译：

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实施临床教育者课程，以丰富内科住院医师的教学能力。

引言培训医师（住院医师）通常是临床工作期间医学生的主要教育者。但是，居民并未经过正式培训以教授或评估他们的教学。这项研究的目的是评估旨在提高居民与临床教学相关能力的临床教育者轮换的实施情况。方法在教学社区医院中，采用了一种混合方法来发展和评估临床教育者的轮岗情况。参加轮换并同意研究的内科住院医师被分配到临床教育培训生（CET）组，其余住院医师被分配到对照组。在药物服务线旋转的整骨医学生被邀请参加。该研究使用描述性和定性分析来衡量主要和次要结局。结果主要结果指标显示出居民在沟通，反思，反馈，观念和促进方面的知识，技能和行为发生了积极变化。医学生对居民教学技能的理解证实了所观察到的CET的变化。在完成轮换后，一些英语四级考试继续练习并增强其教学能力。定性地，我们在数据中得出了四个共同的主题。交流，专业参与，基于实践的学习和基于系统的学习。结论完成临床教师轮换后，居民教学能力得到了提高。其他好处包括：加强了患者的沟通和教育，提高了居民的信心，对培训的个人满意度，工作生活的平衡和增强的职业满意度。未来的研究应侧重于课程内容，教师发展和交付评估。此外，研究工作应确定适当的新兴技术，以纳入课程中以增强教学能力。