Resident Teaching Residents

by El Gibson

The chief of inpatient psychiatry at UNM emulates the arts education experience to create the resident education resident program

before entering medical school To become a psychiatrist, Wiles Haynes, MD, MFA, was a professional dancer and dance instructor.

“I’m a second doctor,” said Hines, a fourth-year resident and chief of inpatient psychiatry at the University of New Mexico. “I always wanted to be a doctor but I took up dancing when I was young and the body was ready, which was a good decision.”

Then, she entered medical school to pursue her original dream.

During her early years at UNM, Haynes recognized the need to provide resident psychiatrists—who teach during their residency—with the skills to design and facilitate courses.

“When I came to medical school, I was appalled by the way we tried to teach this flood of knowledge,” she said. “When I got to my place of residence, I realized that it was really unreasonable to ask people to be self-educated and also to mentor others without providing the tools and resources and a place to think about what’s going on and all the different roles and hats you wear.”

Haynes saw an opportunity to share the teaching skills she had acquired during her time as an art educator.

“I’ve been teaching since I was 14 years old in various physical ways,” she said. “I had 20 years of extensive teaching experience in the arts where I developed curricula and taught kindergarten through graduate level. I knew there was a lot of skill I could share.”

Haynes approached her then program director with the idea of ​​creating a new curriculum called Residents Teaching Residents. She worked with her college mentor, Cynthia Gebert, MD, and classmate Olivia Chedid, MD, who shares similar interests.

To ensure that residents engaged with the content they were learning, the program – which was first implemented last year – was designed to be interactive, which includes problem-solving discussions, surveys and exercises.

She said, “I strongly believe that as a kinesthetic learner, the more something I do, the more I know about it.” “Active learning is absolutely essential to curriculum design.”

The three main goals of the program are to promote scholarly thinking, personal development as educators and close-to-peer mentorship practice in an academic setting.

Wiles Haynes, MD, MFA

We are building a resource bank. With any kind of skilled endeavor, you need training, guidance, and mentors, which is what I hope this program will provide our residents.

Wiles HaynesMD, Department of State

“We are building a resource bank,” she said. “With any kind of skilled endeavor, you need training, guidance, and mentors, and that is what I hope this program will provide our residents.”

Looking ahead, Haynes is working with department education directors Anmol Aurora, MD, and Angelica Romero, MD, on the next advancement of a curriculum focused on the creation and delivery of audiovisual materials.

As of now, the program consists of five one-hour sessions for first- and second-year residents who are graduate students. Heinz plans to eventually evolve the program into something more.

“The idea is to be progressive,” she said. “For the third year, I think we will focus more on teaching a class in our curriculum and getting directed feedback. And then for the fourth years, I hope we will develop independent study.”

Residents Teaching Residents can be simulated throughout a medical school, Haynes said.

“We use examples from the mental state test, which is our main functional tool in psychiatry, but I think it would be very easy to change the examples to other disciplines and modify them,” she said. “I think the basic ideas and structures speak to the resident learner/teacher experience.”

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