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Resources for Residents as Teachers

Read the step-by-step instructions to access the eight modules listed below to receive your completion certificate.

Total Duration: 20 minutes each, 6 clicks

  1. On the first page, module practice gap, outcomes, accreditation and designation statement, and speaker disclosures will be listed for review.  Please read through them carefully. 
  2. On the second page, the entire PowerPoint of the selected topic will be displayed for review.  Please make sure to go through each slide of the PowerPoint carefully. 
  3. On the third page, please answer the related test questions.
  4. On the fourth page, fill out your contact information to receive your certificate. (Don't forget to list your email as the certificate will be emailed within 60 seconds post-completion of all eight modules) 
  5. On the fifth page, complete the module evaluation (5 questions) to receive your certificate. 
  6. On the sixth page, once you have completed all the listed eight modules, please sign off on the attestation page for confirmation. 
  7. On the seventh page, your certificate will display ready to print. If you are unable to print, then you will receive the certificate in your email as listed in the contact section earlier. 

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.

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 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.

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.

WORKPLACE INTERACTIONS

Leadership Skills

  • 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 leadership, list the attributes of a leader, and know how to become a leader.

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.