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Resources for All Faculty

Click on each link to access the module. CME credit is provided upon completion of each module. Each module should take 30 minutes or less to complete.

Teaching and learning

Teaching Millennial Medical Students: Generational Barriers

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes: Upon completion of this activity, participants will be able to list the different generations of learners and their learning styles, and explain Millennial students social, learning and learning behaviors.

Teaching on the Go

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty.
  • Educational Outcomes: Upon completion of this activity, the participants will be able to distinguish the most common reason why faculty want to teach and will be able to compose the most common reasons why faculty don’t want to teach.

Professionalism and Wellness

Physician Wellness

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes: Upon completion of this activity, the participants will be able to define stress and how it affects us, list the essentials of physician wellness, be able to explain Post Traumatic Stress Disorder (PTSD) and Burnout, and will be able to evaluate the means to deal with these concerns.

Stress, Burnout and Resilience in the Work Place

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes:  Upon completion of this activity, the participants will be able to state how stress affects people and will be able to define resilience and the means to establish it.

Workplace Interactions

Dealing with Challenging Patients

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes:  Upon completion of this activity, the participants will be able to identify techniques to deal with difficult patients and will be able to recognize the perpetrators of personal violence.

The Essentials for Advisors & Mentors: Implicit Bias

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes: To understand what implicit bias is and how it may be exceeded and to consider techniques to reduce its influence in healthcare.

The Learning Environment: Student Treatment

  • Practice Gap: While there is an increasing expectation for faculty to teach medical students, there is not a standardized methodology for faculty development.  The goal of these sessions is to introduce a standardized way for faculty development and to be able to provide training to all newly appointed, on-site and volunteer faculty. 
  • Educational Outcomes:  Upon completion of this activity, the participants will be able to define the current concepts regarding student mistreatment and will be able to demonstrate short- and long-term consequences of student mistreatment.