Table 2.

PARTNER framework for teaching during consultation

Components	Examples and Comments
Partner with resident: discuss expectations for learner	“I saw Mr. S and have some thoughts and recommendations but would like to discuss the case with you and do some teaching. Do you have 3 minutes to chat?”
Assess the learner: determine what the learner knows about the case thus far	“What does your team think is going on?”; “How would you interpret the ANA in this setting?”; “How would you distinguish between X and Y in this case?”
Reinforce positives: reinforce positives to create an optimal learning environment	“That’s great that you suspected a gout flare, and it sounds like you are very familiar with prednisone, NSAIDs and colchicine for the treatments for gout.”
Teaching objectives: identify several teaching points	The learner’s knowledge gaps should be assessed with the teaching objectives in mind.
New knowledge: teach general concepts and focus on gaps in learner’s understanding	Teaching points to fill in knowledge gaps and correct assumptions should be made concisely, based on learner assessment. Teach and emphasize general concepts when possible. Time should not be spent on what the learner already knows.
Execute recommendations: review consult team’s recommendations	Even if discussed in the context of teaching, recommendations should be summarized at the end.
Review: provide time for learner’s questions

Data from Chen DC, Miloslavsky EM, Winn AS, et al. Fellow as Clinical Teacher (FACT) curriculum: improving fellows’ teaching skills during inpatient consultation. MedEdPortal 2018;14:10728.