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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Modeling in Therapy01:26

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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Radiological Investigation I: X-ray and CT01:30

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Radiological investigations, including X-rays and computed tomography (CT) scans, are critical for diagnosing and evaluating various medical conditions. These imaging techniques provide valuable insights into the body's internal structures, aiding in the detection of abnormalities, assessment of disease progression, and development of treatment strategies. This article delves into two primary radiological investigations, chest X-rays and CT scans, outlining their purpose, procedures, and...
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Training Radiology Residents in Teaching Skills: Using the Kern Curriculum Model to Develop a Pilot,

Caroline R Paul1, Jeffrey Alpert2, Alexander El-Ali3

  • 1Pediatrics, University of Kentucky College of Medicine, Bowling Green, USA.

Cureus
|April 6, 2026
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Summary

Radiology residents showed improved teaching skills after completing a pilot Resident-as-Teacher curriculum. This training enhanced confidence in teaching medical students and junior residents, and improved presentation abilities.

Keywords:
: resident as teachermedical educatormedical resident educationmedical teacherresident as educatorresident as teacher curriculumresident as teacher trainingteaching and training residents and medical students

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Area of Science:

  • Medical Education
  • Radiology Training
  • Curriculum Development

Background:

  • Governing boards mandate Resident-as-Teacher (RAT) training for residents.
  • There is a documented need for RAT training among Radiology residents (RRs) and program directors.
  • Existing literature on radiology-specific RAT curricula, outcomes, and feasibility is limited.

Purpose of the Study:

  • To develop, implement, and evaluate a pilot RAT curriculum tailored for radiology.
  • To adapt Kern's curriculum model for radiology resident education.
  • To assess resident self-reported knowledge, attitudes, and skills post-training.

Main Methods:

  • A pilot radiology-specific RAT curriculum was developed using Kern's model.
  • The curriculum was implemented during the 2021-22 academic year.
  • Electronic pre- and post-module surveys evaluated resident self-perceptions.

Main Results:

  • Residents reported increased comfort and confidence in teaching medical students and junior residents.
  • Significant improvements were observed in understanding best-practice teaching and delivering case presentations.
  • While feedback skills showed improvement, statistical significance was not reached in all areas.

Conclusions:

  • A pilot radiology-specific RAT curriculum, based on Kern's model, was successfully developed and implemented.
  • Participating residents demonstrated self-reported gains in knowledge, attitudes, and skills related to teaching.
  • The curriculum's adaptable framework suggests potential generalizability to other medical specialties.