CHEST Guidelines-Response_chest

Response_chest_29 (1)

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The document is a correspondence discussing the importance of teaching as an integral part of fellowship training in medicine, particularly in pulmonary and critical care. The authors highlight that training programs should focus on developing self-directed educators—clinicians who not only acquire knowledge but actively share it.<br /><br />The initial correspondence by Drs. Walter and Corbridge emphasizes cultivating self-directed educators and overcoming barriers to teaching. They note that the Latin root of "physician" suggests a dual role of clinician and educator, underscoring the importance of incorporating teaching into medical practice. They advocate for developing such skills through fellowship programs, encouraging fellows to become enthusiastic teachers committed to passing on what they learn.<br /><br />The response by Drs. Ashton, Burkart, Lenz, Kumar, and McCallister praises the idea and stresses the role that fellowship programs have in shaping better educators through structured educational activities and faculty development. They recommend using frameworks like PARTNER to help fellows offer effective education to residents, developing specific teaching skills through mentorship, and integrating personal teaching goals into development plans. They also highlight that while not every fellow needs formal educational training, those aiming to become clinician-educators might benefit from specialized training programs, such as advanced degrees in medical education or fellowships specifically focused on education.<br /><br />The responses are united in advocating for robust educational components within medical fellowships, which will enhance both the educational experience of the fellows and their future contribution as educators in medicine. Effective teaching can be reinforced through mentorship, practical teaching opportunities, and a structured approach to developing these skills within medical training programs.

Keywords

fellowship training

medical education

pulmonary care

critical care

self-directed educators

teaching skills

mentorship

clinician-educators

educational frameworks

faculty development