Скачать или смотреть Meet the Author: Dr. Harry Sutherland—What Medical Students Value in Resident Teachers

Welcome to Neurology® Education’s new videocast series, Meet the Author, where we meet the people behind the projects and hear the stories behind the studies impacting neurology education today.

Hosted by Dr. Galina Gheihman, our first episode introduces us to Dr. Harry Sutherland, a second-year epilepsy fellow in the Department of Neurology at Yale New Haven Hospital and lead author, with colleagues Jeremy Moeller, and Sara Schaefer, of an education research article, published in June 2024, titled “What Medical Students Value in Neurology Residents: A Qualitative Study to Inform Resident as Teacher Curricula.”

In this article, Harry and colleagues qualitatively analyzed 200 narrative feedback comments from student evaluations of neurology residents over 9 years, uncovering six key themes and 27 subthemes that define what makes a resident an effective teacher. From involving students in patient care, to providing meaningful feedback and fostering a psychologically safe learning environment, the authors discovered what students value most from their resident teachers.

The key takeaway? Great teaching is about more than just communication of knowledge—it’s about role modeling, mentorship, and shaping the overall learning experience in the clinical environment.

This study is a reminder that students value not only content knowledge but also the environment resident teachers create. Some key takeaways for neurology educators include:
•Engagement matters: students want to be involved in patient care, not just observe it.
•Feedback is essential: it’s not just about praise or correction, but helping students improve in real time, and creating an environment that challenges and supports them.
•Approachability and psychological safety are critical for students to feel empowered to ask questions and participate. Faculty can role model these behaviors for residents too.
•Teaching happens everywhere: at the bedside, during rounds, even during the clinical workflow—not just in planned teaching moments for chalk talks or prepared slides. We can create a positive learning climate for our clinical teams, benefiting students, residents, and patients.

Finally, if you’re an educator designing a resident-as-teacher (RAT) curriculum, this research offers a practical, learner-centered framework to build on. If you want to learn more, you can find Harry’s paper, “What Medical Students Value in Neurology Residents: A Qualitative Study to Inform Resident as Teacher Curricula” at: https://www.neurology.org/doi/10.1212...

If you enjoyed this episode, be sure to leave a comment, share it with colleagues, and join us next time. Thanks for watching—and keep innovating in neurology education!