Jennifer Ayres, PhD
I graduated 14 years ago with a plan. I envisioned a lifelong career devoted to the clinical care of underserved children, adolescents, and their family members. Pursuing a career in graduate medical education was not part of the plan. But a need to move closer to family and an interesting job description caught my attention and changed my career course.
During my phone interview, I was honest about my lack of experience in resident education. I believed my clinical skills and experience teaching mental health graduate students would generalize to family medicine residents. And they did…after a steep learning curve.
This is the second in a series of collaborative blog posts between the Collaborative Family Healthcare Association and the Society of Teachers of Family Medicine.
Corey Smith, PsyD
I believe that behavioral education in family medicine is the domain of the courageous and resilient. Behavioral scientists, the “Lone Wolf” of medical education, are asked to educate residents (often with little support) in areas sometimes antithetical to their students’ previous 4 years of medical school.
Example: Motivational Interviewing (MI). Teaching a group of intelligent overachievers, who recently finished training aimed at increasing their comfort with giving orders, that giving orders might be the worst choice they could make? Bring it on.
Posted in Education, Faculty Development, Family Medicine Stories
Tagged behavioral education, behavioral science, CFHA, education, faculty, Family Medicine, medicine, Residency, Residents