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Resources for Clinical Educators

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

Assessing a Trainee in a Clinical Setting

  • 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 Objectives: Upon completion of this activity, the participants will be able to identify learners deficiencies and providing opportunities for future learning and will be able to differentiate students learning from assessment in the clinical setting.

Effective Questioning

  • 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 compare different forms of questioning and will be able to determine lower and higher orders of questions.

Fundamentals of Clinical Teaching

  • 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 compose the reasons to teach medical students and will be able to describe what students want from clinical teaching.

Giving Feedback 

  • 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 barriers that prevent effective feedback and will be able to employ techniques for giving more effective verbal written feedback.

Teaching with Learning in Mind

  • 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 learning process and will be able to compare the strategies to enhance retention.

Performing Research at Community Hospitals: How to Get Started

  • 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 means to perform research in a busy setting and will be able to compare and contrast various studies for their site.

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 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.

Mentoring Challenging Students

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 assess the etiology of challenging students and will be able to manage challenging students.