Teaching Skills Workshops
Professionalism in the Health Environment
This workshop provides learners the opportunity to learn about the core competencies of professionalism in the health environment. It will equip learners to improve patient care by successfully navigating conflicts between ethical principles, social and cultural values, and the interests of individuals and systems and helping other health professionals and students to do the same.
After this workshop, participants will be able to:
- Describe how a professionalism lapse could be considered a medical error
- Describe how to conduct a root cause analysis of a professionalism lapse
- Assess challenges to professionalism improvement and develop professionalism improvement plans
- Identify Kohlberg’s Levels of Moral Reasoning
- Use Motivational Interviewing for professionalism engagement
12 Tips for Teaching Clinical Reasoning
After completing this module, the learner will be able to: (1) Identify key strategies for promoting improvement in clinical reasoning in learners; (2) Understand core approaches to teaching clinical reasoning through “compare and contrast” questioning of learners; and (3) Understand strategies for “diagnosing the learner" when learners struggle to collect patient histories and laboratory data and reason to a diagnosis.
**0.5 CME Credits are available for this course.
Clinical Microteaching: Breaking It Down
At the end of this course, participants should be able to: Demonstrate how to use simple questions to accurately diagnose learners, laying the foundation for effective feedback and efficient clinical teaching. Understand the critical role of learning climate on the educational process and outcomes. Recall the four steps of the One Minute Preceptor. Examine your own communication style and analyze the clinical thinking process of learners to enhance teaching effectiveness.
**0.5 CME Credits are available for this course.
Curriculum Development
This session will provide fundamental approaches to assessing and evaluating student learning. Participants will learn about assessment tools and techniques as well as strategies for answering the essential question of assessment and evaluation, “how do we know that students are learning what we think we are teaching?”Writing Learning Objectives and Creating a Blueprint
Writing learning objectives is an important step in curriculum development and is required for syllabi and accreditation. This session will provide the skills needed to craft simply stated learning objectives that clearly outline what will be learned.
Epistemology, and Taxonomies, Assessment and Evaluation Modules
This session is comprised of short, topic-based online modules that explore the concept of Epistemology (the study of the nature of knowledge acquisition) and several learning taxonomies designed to help educators deliver teaching that supports long term learning.
Teaching Clinical Reasoning
Clinical diagnostic errors cause up to 74000 deaths per year. Teaching Clinical Diagnostic reasoning can improve diagnostic accuracy, reduce errors, and improve patient outcomes.
After completing this module, the learner will be able to:
- Describe dual process clinical reasoning
- Define problem representation and illness script
- Demonstrate ability to create a concise problem representation
- Include diagnostic reasoning education into clinical practice and the classroom
- Describe methods of evaluating a learners diagnostic reasoning
Fundamentals of Teaching and Learning
This session discusses teaching/learning science and provides the foundational concepts needed to optimize student learning and engagement as well as attain course and programmatic learning outcomes. In this offering from the Interprofessional Teaching Scholars Program (ITSP) we will introduce the fundamentals of curriculum development, instructional strategy and assessment and evaluation of learning. Furthermore we will explore the value and implementation of interprofessional education.
Cultural Humility
In this session we will make visible often unspoken social scripts we hold for “The Other” and for ourselves that may impact our encounters and service to others. If we can see it, we can confront it, interrupt it, and potentially transform it. We will outline key components of Cultural Humility as an approach to interrupt these scripts of inequality. Finally, we will distinguish between Diversity Training, Cultural Competence Education, and Identity Work.
Adult Learning Principles
This session will teach participants how to apply principles of adult learning theory to their teaching and reflect on existing teaching practices to develop a plan for self-improvement.
After completing the training, participants will be able to:
- Use Knowles’ principles of adult learning
- Promote learners’ positive self-concept and help them build on their experiences and
- Use goal orientation in learning