What We Teach

Abstract

A s a specialty, cardiology holds a unique position in the realm of medical education. Not only is there a vast amount of research and literature devoted to this field, but it also comprises several distinct subspecialties, each a complex and fascinating science unto itself. Add to this the multitude of clinical findings associated with each cardiac disease state, and it is understandable that becoming an effective educator may seem a daunting task to a cardiology fellow-in-training. Dr. Charles Mayo famously stated, “The safest thing for a patient is to be in the hands of a man engaged in teaching medicine. In order to be a teacher of medicine the doctor must always be a student” (1). Being designated as a fellow brings with it a great deal of responsibility and the harmonization of multiple roles; as a clinician, an academician, and an educator. The circadian integration of clinical duties and house staff teaching remains one of the most unique features of our profession, and yet, it can pose a significant challenge when constrained by the hectic schedules of early fellowship training. While learning the nuances of managing a hypertrophic cardiomyopathy patient in shock or the echocardiographic features of tamponade, how realistic is it for a fellow-in-training to concurrently become a proficient teacher to residents and medical students? For the core competency of practice-based learning and improvement, the Accreditation Council for Graduate Medical Education mandates that each fellowship program use performance data to assess the fellow in teaching skills involving peers and patients (2). However, beyond this, the role of a fellow as a clinical educator has not been well defined in