Workshops for Clinicians
For Clinician Educators
I-EXPLORE Curriculum Clerkship Conference: Nurturing Inclusive Clinical Education
I-EXPLORE Curriculum Clerkship Conference Presenters
"Expectations and Feedback” by Candice Sauder, M.D., Mark Servis, M.D., and Jocylen Glassberg, M.D.
"Effective Evaluations” by Jorge Garcia, M.D., and Micaela Godzich, M.D.
“Teach Like Champions” by Paul Aronowitz, M.D., and Melody Tran-Reina, M.D.
“Trauma Informed Educational Practices” by Piri Ackerman-Barger, Ph.D., and Andrés Sciolla, M.D.
“Power of Words” by Puja Chadha, M.D., Cherie Ginwalla, M.D., and Colleen Sweeney, Ph.D.
“Incorporating Learners into Clinical Practice” by Jonathan Pierce, M.D., Kris Srinivasan, M.D., and Lara Zimmerman, M.D.
See the Presentation (PDF)
Teaching Skills Workshops
The workshops below may be of particular interest for clinical faculty. However, all faculty are welcome to attend.
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.
Conflict Management in Clinical Care
By the end of this module, you will have learned to: (1) Define conflict and its stages; (2) Describe the effects of conflict in the clinical workplace; (3) Identify three benefits of conflict; (4) List the Thomas-Kilmann conflict styles; and (5) Apply conflict management techniques in a healthcare environment.
- 1.0 CME Credits are available for this course.
MedEd Moments: Giving Feedback
This lesson covers effective methods for giving feedback to learners. Borrowed from a faculty development series, is used with permission from the University of Alabama at Birmingham.
Professionalism for Faculty and Residents
Upon completion of this course, learners will be able to: (1) Describe professionalism and professionalism lapses; (2) Review current conceptualizations of professionalism lapses; (3) Discuss challenges involved in identifying professionalism lapses; (4) Explore underlying factors that may contribute to professionalism lapses; (5) Consider options for responding to professionalism lapses, including available supports and resources.
- 0.5 CME Credits are available for this course.
Race and Medicine in Clinical Practice
Upon completion of this course, you will be able to: (1) Define race, racism and anti-racism; (2) Discuss the history of race as a social construct; (3) Explain how race is used in medicine (often incorrectly); (4) Distinguish race as a social construct from genetic populations with shared ancestry; and (5) Identify methods of practicing anti-racism in medicine.
- 0.5 CME Credits are available for this course.
MedEd Moments: Setting Expectations
This lesson covers effective ways of setting expectations with medical students and residents. Borrowed from a faculty development series, It is used with permission from the University of Alabama at Birmingham.
For Clinical Researchers
Research Skills Workshops
Advising Graduate Students Conference: Inclusion, Bias, Allyship, and Upstanding
Speaker: Pablo Reguerín, Ed.D. - Vice Chancellor of Student Affairs. UC Davis
Session Moderator: Brad Wolf - AGS Steering Committee, Senior Academic Advisor, UC Davis Graduate Studies
Watch the RecordingNIH OITE: Tips for Effective Conversations
Offered by the NIH OITE. Discusses best practices for communication with mentees.
Watch the RecordingNational Institute of General Medical Sciences: Culturally Aware Mentorship
Sherilynn Black, Ph.D., and Angela Byars-Winston, Ph.D., describe the value of cultural awareness in mentorship. They also review highlights from the National Academies of Sciences, Engineering, and Medicine report on effective mentorship and discuss resources on culturally aware mentorship for mentors and mentees.
Watch the RecordingMaximizing Mentoring Relationships
Led by Sharon Milgram of the NIH Office of Intramural Training and Education, this workshop provides best practices in mentorship including topics such as setting expectations, stereotype threat, and imposter syndrome. Focus is on mentorship of undergraduates, however the information is relevant to all mentors.
Presented by: GradPathways Institute
Supporting Students with Disabilities in an Online Environment
Student Disability Center (SDC) faculty forum conducted for the College of Biological Sciences on March 26, 2020.
Presented by: Student Disability Center
2020 Grant Writing Bootcamp
The highly-interactive GWB is designed to increase participants’ knowledge of (and facility with) the grant writing process, covering everything from finding funding to managing time, writing drafts, and soliciting feedback. Suitable for researchers and creative practitioners of all disciplines and skill levels, participants who complete this series will walk away with a rough draft of the grant proposal of their choice.
Presented by: Faculty Development
Access Archives of Recorded Bootcamp Sessions Download the Grantwriters’ Workbook
Computational Thinking for Problem Solving
Process mining is the missing link between model-based process analysis and data-oriented analysis techniques. Through concrete data sets and easy to use software the course provides data science knowledge that can be applied directly to analyze and improve processes in a variety of domains.
Participants will learn various process discovery algorithms. These can be used to automatically learn process models from raw event data. Various other process analysis techniques that use event data will be presented. Moreover, the course will provide easy-to-use software, real-life data sets, and practical skills to directly apply the theory in a variety of application domains. This course starts with an overview of approaches and technologies that use event data to support decision making and business process (re)design. Then the course focuses on process mining as a bridge between data mining and business process modeling.
The course is at an introductory level with various practical assignments.
Process Mining: Data Science in Action
Computational thinking is the process of approaching a problem in a systematic manner and creating and expressing a solution such that it can be carried out by a computer. But you don't need to be a computer scientist to think like a computer scientist! In fact, we encourage students from any field of study to take this course. Many quantitative and data-centric problems can be solved using computational thinking and an understanding of computational thinking will give you a foundation for solving problems that have real-world, social impact.
In this course, you will learn about the pillars of computational thinking, how computer scientists develop and analyze algorithms, and how solutions can be realized on a computer using the Python programming language. By the end of the course, you will be able to develop an algorithm and express it to the computer by writing a simple Python program. This course will introduce you to people from diverse professions who use computational thinking to solve problems. You will engage with a unique community of analytical thinkers and be encouraged to consider how you can make a positive social impact through computational thinking.
The course is at an introductory level with various practical assignments.
Communication with Angry Patients Through Deescalation
Patients in the health care setting sometimes experience anxiety for a variety of reasons. A newly diagnosed illness, separation from loved ones, threat associated with diagnostic tests or surgical procedures, and expectations of life changes are just a few factors that cause anxiety. How successfully a patient copes with anxiety depends, in part, on previous experiences, the presence of other stressors, the significance of the event causing anxiety, and the availability of supportive resources. The nurse can be a support to the patient. The nurse helps to decrease anxiety through effective communication. Communication methods reviewed in this skill will assist the nurse in helping an anxious patient to clarify factors causing anxiety and to cope more effectively. There are four stages of anxiety with corresponding behavioral manifestations: mild, moderate, severe, and panic.
Estimated duration: 30 Minute
Audience: All faculty
Training organization: UC Davis Health Center for Professional Practice of Nursing