July Faculty Development: Teaching Tips for the OR

The OR is an important teaching environment that presents unique challenges for both preceptor and student. Achieving an effective learning experience in this time sensitive setting with consideration of patient safety is the goal. In addition to modeling professionalism, teamwork and respect, a deliberate and consistent structure to operative teaching can enhance the experience for both learner and teacher.

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June Faculty Development: Tips for Great Bedside Teaching

Why it is important: learner, teacher and patient satisfaction; patient empowerment; opportunities to teach and assess clinical skills; greater emphasis on diagnostic reasoning when guided by the patient; increased opportunities for interdisciplinary management; potential to increase efficiency; and improve care transitions.

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March Faculty Development: Interprofessional Education (IPE)

Definition: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.” (WHO, 2010)

IPE is an educational technique. IPE allows learners to gain competency in interprofessional communication and team-based care by participating in collaborative educational sessions. By definition, these sessions must include learners from more than one discipline (i.e. medicine, nursing, pharmacy, social work, therapy, etc.), but the content and format of the session may vary by setting and level of learners present. Due to logistics, IPE is most frequently done in undergraduate settings, but can be applied to all levels, including continuing education.

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February Faculty Develoment: The Five-Step Micro-skills Model for Clinical Teaching

Finding time to teach can be challenging in the clinical environment and it is easy to miss valuable teaching opportunities. The Five Step micro skills tool (also known as the one-minute preceptor) is a tool originally developed for teaching in outpatient clinics that can easily be applied to any clinical environment with minimal added time or effort.

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January Faculty Development: Interprofessional Education (IPE)

Interprofessional Education (IPE)

Definition: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.” (WHO, 2010)

IPE is an educational technique. IPE allows learners to gain competency in interprofessional communication and team-based care by participating in collaborative educational sessions. By definition, these sessions must include learners from more than one discipline (i.e. medicine, nursing, pharmacy, social work, therapy, etc.), but the content and format of the session may vary by setting and level of learners present. Due to logistics, IPE is most frequently done in undergraduate settings, but can be applied to all levels, including continuing education.

The Institute of Medicine and the World Health Organization (among other groups) have encouraged IPE as a way to prepare the medical work force for the collaborative, patient-centered care requisite for healthcare quality and safety.

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September Faculty Development: Measuring Competency as a Clinical Teacher

Measuring Competency as a Clinical Teacher By Elizabeth Herrle, MD

What does it mean to be competent?

  • Competence is a global assessment of an individual’s abilities as they relate to that individual’s current responsibilities. To be competent is “to possess all the required abilities in all domains in a defined context at a particular stage in clinical training”1.

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