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Resources for Learning Community Mentors

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

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.

Facilitating Small Groups

  • 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 characteristics of effective group discussion, describe the roles and responsibilities of a small group facilitator, list facilitator and learner behaviors that promote effective learning in a small group, and will be able to plan solutions to specific challenges encountered by small group instruction.

Generational Barriers in 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, participants will be able to list the different generations and their style of learning, explain different generations social and learning behaviors, and how to integrate different generations into faculty's approach to teaching.

PROFESSIONALISM AND WELLNESS

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

The Essentials for Advisors and Mentors: Running Effective Meetings

  • 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 understand the means to run an effective meeting, review the barriers to an effective meeting, and list the problems that interfere with an effective meeting.

The Essentials for Advisors and Mentors: Sexual Harassment

  • 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 sexual harassment, describe how sexual harassment can manifest and will be able to list the means to deal with sexual harassment.

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.