Welcome to the Clinical Teaching Certificate Program Resource Hub!
Here, you’ll find recordings of past sessions, workshop materials, and additional resources to support your learning in the Clinical Teaching Certificate Program.
Online Modules:
The online modules for the Clinical Teaching Certificate Program are available on TalentLMS. Click here to access TalentLMS. Once logged in, you’ll be able to view and complete all required modules to earn the certificate. If you’re logging in for the first time, please refer to the TalentLMS Instructions
CME:
The University of Washington School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The University of Washington School of Medicine designates this other activity for a maximum of 18 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Note: This program includes 2 hours of live content and 1 hour of online learning.
If you have any questions, please email Amanda Garza agarza16@uw.edu.
Curated Resources
Learning Climate
- Assessment of the Prevalence of Medical Student Mistreatment by Sex, Race/Ethnicity, and Sexual Orientation
- Minority Resident Physicians’ Views on the Role of Race/Ethnicity in Their Training Experiences in the Workplace
- Establishing psychological safety in clinical supervision: Multi-professional perspectives
- “A Gentle and Humane Temper”: Humility in Medicine
Understanding and Retention
Teaching Efficiently
- Lost in Translation: The Experience and Impact of Frequent Changes in the Inpatient Learning Environment
- Resources for clinical learning environment orientation
- What’s the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department
Teaching in the Presence of Patients
- Teaching psychomotor skills in the twenty first century Revisiting and reviewing instructional approaches through the lens of contemporary literature
- Teaching at the Bedside: Maximal Impact in Minimal Time
- How Exemplary Inpatient Teaching Physicians Foster Clinical Reasoning
- The patient called me ‘colored girl.’ The senior doctor trained me said nothing
- Making All Lives Matter in Medicine From the Inside Out
- What Should a Doctor Look Like?
- Approaches for Residents to Address Problematic Patient Behavior: Before, During, and After the Clinical Encounter
Feedback
- Mindset theory in medical education
- Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education
Assessment
- Frameworks for learner assessment in medicine AMEE Guide No 78
- Behind the Curtain with Louis Pangaro: How the RIME Framework was born
- Differences in words used to describe racial and gender groups in Medical Student Performance Evaluations
- Differences in Narrative Language in Evaluations of Medical Students by Gender and Under-represented Minority Status
- Racial Ethnic Disparities in Clinical Grading in Medical School
- Bias in assessment: name, reframe, and check in
- Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education