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The education and background of the residents was fairly homogeneous: more than 75% were graduates of United States medical schools, and at least 50% attended UNMC for undergraduate medical education. Our study did not include clinical/��scope-side�� teaching, which likely represents the majority of education in which a pathology resident participates, as this was more difficult to definitively and reproducibly quantify. Indeed, the time that a pathology resident spends on didactic teaching represents a small fraction ([http://www.selleckchem.com/products/MDV3100.html Selleckchem Enzalutamide] participate in more teaching. It is critical to note that amount of teaching does not necessarily equate to quality of instruction. [http://en.wikipedia.org/wiki/Histone_demethylase Histone demethylase] This was not examined here, as students do not provide written feedback for almost all of the activities in which pathology residents participate, nor were performance metrics available on medical student examination items linked to resident-taught experiences. Data presented by others suggest that more skilled teachers (as evidenced by student evaluations and other metrics) may demonstrate superior performance.4,6 One study suggested that student ratings of clinical teachers were lower for senior residents than for residents 1 year their junior,5 and it would be interesting to compare the students�� perception of the instructor based on year in training. Most importantly, however, USMLE and RISE scores serve as indirect assessment of a resident��s performance at best. As the majority of residents�� faculty evaluations were at best semiquantitative and/or narrative [http://www.selleckchem.com/products/abt-199.html click here] for a portion of the examined period, correlating these measures with teaching experience is difficult. American Council on Graduate Medical Education Milestones evaluation data may prove a more robust means of comparing resident performance for future studies. Finally, a causal relationship cannot be established; it may be that ��stronger�� residents partake in more teaching opportunities than those that struggle rather than the teaching experience making an individual resident perform better. In conclusion, in our data set, there was an association between a resident��s hours of preclinical educational experience and their mean performance on an annual nationally administered standardized examination. A resident that had a mean in-service examination score less than the 50th percentile over their 4 years undertook significantly fewer teaching hours each year on average. The strongest positive correlation between RISE score and teaching hours was seen with fourth year residents, also significant when controlling for USMLE performance.