Leadership in Medical Education Pathway Experience

Megan Chan, MD

How did you originally become interested in the pathway?

I spent a lot of time teaching throughout undergrad and medical school. I have always been interested in medical education and the Leadership in Medical Education Pathway was the next logical step in making a contribution. My personal goal was to improve longitudinal education from the classroom to wards as well as increasing teaching within our residency program.

Why did you think you would be a good fit for it?

I felt it would be a good fit because my professional goals and the goals of the pathway overlap. I am interested in academic medicine and have a passion for teaching. When I was a medical student, I remember particular residents I looked up to and hoped to become one day. I felt that contributing my ideas to the pathway would help shape me into the role model I am striving to be and contribute to the teaching culture of the residency program.

What is the single most gratifying thing about training in the pathway?

Most gratifying has been the opportunity to spread interest in academic medicine and create outlets for others to benefit from. For example, we recently created a medical education elective for other residents to take part in. I have also enjoyed working with the medical students in various settings (not just on the wards) and at their various levels of training. This gives me an opportunity to teach at different levels and really see their growth into a physician each year.

How has your experience been up until now?

My experience has been really fulfilling. I particularly enjoyed creating and teaching the simulated cases for the Transition to Medicine Residency course, which is a course for fourth-year medical students following their residency match who will be going into internal medicine. In addition to working closely with the third-year medical students on inpatient services, I also have the opportunity to preceptor first- and second-year medical students during clinical case discussions and practice sessions for H&Ps.

Furthermore, I recently served as a panel presenter at the inaugural NRMP national meeting and am looking forward to attending the Harvard Principles of Medical Education this Spring. I am also working on a scholarly project aimed to enhance the educational resources for residents with the goal of increasing the amount of teaching on busy ward services. As a senior resident, we also have the opportunity to teach incoming interns during Intern Boot Camp.

Can you give an example of the most inspiring thing you witnessed while in the pathway?

My most memorable and inspirational experience thus far was giving my first Intern Boot Camp lecture to the new interns, acting interns and third-year medical students in July/August. I created an interactive presentation on abnormal liver function tests and really enjoyed engaging with the learners. Starting residency or clinical clerkships is a big transition for most people. Seeing them piece together the new information so that it makes sense and then seeing them apply it in the clinical setting has been most gratifying.

Why would you recommend joining the pathway? What sets it apart?

The Leadership in Medical Education Pathway gives residents the opportunity to teach medical students and interns in a variety of settings. I have found that teaching and mentoring has become an integral part of my residency training, which has allowed me to improve my teaching and feedback skills. The pathway also allows residents to contribute to the residency program with a scholarly project of your choice. I think this speaks to the pathway providing structure yet flexibility to the impact you want to make during your time here.

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