The Center for Leadership and Innovation in Medical Education (CLIME) is excited to offer a Clinical Teaching Certificate.  This Certificate Program is designed to help teachers maximize learning in the clinical environment. Faculty who teach students, residents, or fellows alongside providing clinical care will benefit from this program. Faculty who teach clinical skills outside of their own clinical practice will also benefit. Certificate requirements include attendance of six live, online sessions and completion of six online modules with additional independent learning activities. Certificates can be earned by completing the requirements over a single year or over multiple years.

This certificate program is currently open to educators affiliated with UW School of Medicine (WWAMI) who work with students, residents, and fellows. 

By completing the certificate program requirements, participants will:
  • Maximize a positive learning climate in their individual clinical teaching settings.
  • Use techniques to optimize delivery of educational content.
  • Teach effectively and efficiently in the course of clinical care.
  • Provide accurate skills assessment and high yield feedback to learners.


Certificate Program Mission
  • Strengthen the clinical teaching skills of all faculty who interact with learners (students, residents, and fellows).
  • Foster a shared mental model of excellent teaching.
  • Increase professional satisfaction of faculty working to grow as teachers.
  • Highlight the efforts of faculty working to grow as teachers.
  • Offer an institution-wide, standardized, durable curriculum available to all faculty.
Certificate Structure and Time Commitment 
  • 6 two-hour live virtual sessions offered over the course of a academic year. These will be repeated annually.
  • 6 online modules with self-study activities using TalentLMS.
  • Attendance of all six live sessions and completion of self-study online modules is required to earn the certificate. This can be completed over multiple years.
  • Rolling registration throughout the year. You may sign up at any time but you will need to attend a live session before completing the linked module to receive the certificate.

2021-2022 Clinical Teaching Certificate Schedule

All Sessions 9:00am-11:00am (PST)

Session 1: Learning Climate
October 12, 2021, 9am-11am (PST)
Core Faculty Lead: Addie McClintock, MD


  1. Prioritize a positive learning climate as a prerequisite for effective teaching.
  2. Identify and employ actions and words which positively impact the learning climate.
  3. Foster a safe and welcoming learning climate for all learners.

Session 2: Understanding and Retention
November 12, 2021, 9am-11am (PST)
Core Faculty Lead: Laura Goodell, MD


  1. Clearly state relevant learning goals.
  2. Engage learners in interactive learning.
  3. Use techniques which maximize understanding and retention: emphasize take-home points, use effective visual cues.

Session 3: Teaching Efficiently
January 11, 2022, 9am-11am (PST)
Core Faculty Lead: Somnath Mookherjee, MD


  1. Orient the learner to the clinical environment; set expectations.
  2. Prepare the learner for their role in patient encounters.
  3. Identify teaching opportunities in the flow of the workday.

Session 4: Teaching in the Presence of Patients
February 11, 2022, 2021, 9am-11am (PST)
Core Faculty Lead: Renata Thronson, MD


  1. Simultaneously maintain learner and patient centeredness.
  2. Maximize role-modeling when interacting with patients and families in the presence of learners.
  3. Teach clinical reasoning and physical examination at the bedside or exam room.

Session 5: Feedback
March 8, 2022, 9am-11am (PST)
Core Faculty Lead: Kate Michaelson, MD, MASc


  1. Collaborate with learners to create shared learning goals.
  2. Emphasize “coaching” and a “growth mindset.”
  3. Effectively use constructive and reinforcing feedback.

Session 6: Assessment
May 13, 2022, 9am-11am (PST)
Core Faculty Lead: Alan Yang, MD


  1. Use competency-based frameworks to assess the knowledge, skills, and attitudes of learners.
  2. Write accurate assessments that reflect the competency of learners.
  3. Identify language commonly used that reflects bias based on identity, including gender identity, sexual orientation, BIPOC status.

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