If you would like to complete the the series to earn the certificate please sign up here: https://uwsom.sjc1.qualtrics.com/jfe/form/SV_bde8xR7ZOgAnYb4. If you would like to just attend this one workshop in the series continue by clicking the register button. Description: Traditionally, we have thought of “teaching” as simply delivering the necessary educational content to learners. However, decades […]
This Grand Rounds will highlight current challenges in professionalism through discussion of emerging frameworks to support an antiracist and inclusive environment to allow for all members of the medical education community to flourish.
This session focuses on the actual delivery of educational content to learners. Participants will practice teaching techniques maximize understanding and retention (in the context of a positive learning climate). Specifically, participants will practice creating relevant learning goals in a variety of teaching settings, emphasizing key points, and using effective visual cues.
One of the most challenging aspects of clinical teaching is to balance clinical responsibilities with teaching responsibilities. This session will present techniques for efficiency without compromising the learning climate and continuing to maximize understanding and retention. Participants will be encouraged to adapt general principles to their own clinical settings
Work in Progress on CLIME funded project "Transitions of newly graduated providers into rural practice"
Teaching in the presence of patients offers many opportunities to teach important competencies. Physical examination, clinical reasoning, and patient communication are just a few of the skills that are best taught in the exam room or at the bed side. Interacting with patients and families offers opportunities for experiential learning
Work in Progress on CLIME funded project "Communicating and Connecting: Implementing and Evaluating a Curriculum on Prenatal Counseling for Residents"
Skillful feedback is necessary to help learners achieve their potential. Feedback is most effective as part of a collaboration between the teacher and learner rather than a one-way conversation in which the teacher tells the learner how to improve. Participants will develop skills in creating shared goals and collaborating with learners to maximize the positive impact of feedback.
Clinical teachers must assess the skills and competencies of their learners. This session will focus on reliably and accurately assessing learners in the clinical setting – the session directly links with the prior session on formative feedback, as much of this assessment information can be provided directly back to learners as feedback. Clinical teachers are also often required to create written assessments to help course directors to evaluate learners and provide a grade. This is a challenging task and is highly susceptible to bias – this session will provide best practices in mitigating bias in assessment.
Work in Progress on CLIME funded project "Exploring the role of specialty identity in medical student professional identity formation: a qualitative analysis"