Skip to Main Content

Resources for Education Scholars

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.

Cultural Barriers to Teaching and Learning

  • 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 establish cultural values and will be able to determine the factors involved in training and learning.

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.

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.

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.

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.

PROFESSIONALISM AND WELLNESS

Building Resiliency in Residency and Fellowship

  • 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 how stress affects residents and fellows and will be able to discuss resiliency and treatment options.

Medical Profession, Professionalism and Professional Identity

  • 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 professional identity and will be able to differentiate unprofessional behavior.

Professional Lapses, Mistreatment and the Role of Faculty

  • 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 professionalism in medicine and will be able to construct issues in student maltreatment.

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.

Dealing with Challenging Physicians and Administrators

  • 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 recall how physicians and administrators can be difficult and will be able to develop the means to deal with these challenging people.

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.