Table 1.
Teaching skills sessions with associated learning objectives and activities
| Year One Curriculum (2015–2016) | |
|---|---|
| Teaching Skills Topic | Learning Objectives: as a result of this session, residents will be able to: |
| Introduction to Resident Teaching Skills Curriculum, Learning Climate and Effective Teachers | • Identify characteristics of exemplary clinical teachers |
| • Identify strategies to promote an effective learning climate | |
| • Demonstrate teaching behaviors that promote an effective learning climate | |
| Motivating the Learner | • Examine contributing factors that affect a learner’s performance |
| • Explain one relevant motivational theory that covers extrinsic and intrinsic motivators | |
| • Discuss the importance and impact of a good orientation | |
| • Identify components of an orientation | |
| One-Minute Preceptor | • Describe the five elements of the One-Minute Preceptor model for clinical teaching |
| • Successfully apply the model to a simulated learner presenting a patient | |
| • Use the model to develop an assessment of the learner’s current level of knowledge/skill and what the learner needs to know | |
| Effective Feedback | • Define feedback and give rationale for providing feedback to learners |
| • Recognize barriers to giving feedback | |
| • Identify characteristics of effective feedback | |
| • Demonstrate effective feedback via observation and practice | |
| Interactive Teaching/Use of Technology | • List goals of effective lecturing/presentations |
| • Describe components of effective lecturing/presentation | |
| • Apply specific techniques for making lectures more interactive | |
| Year Two Curriculum (2016–2017) | |
| Teaching Skills Topic | Learning Objectives: as a result of this session, residents will be able to: |
| Introduction to Teaching Skills, Learning Climate and Effective Teachers | • Identify ways to utilize Carver College of Medicine and clerkship learning objectives for medical students in bedside and small group teaching |
| • Formulate an orientation checklist for outlining logistics and student expectations on the service | |
| • Recognize leadership and teaching behaviors that create an environment of harassment and learner mistreatment. | |
| Senior Resident Curriculum: Anatomy of an Effective Presentation | • Recognize steps involved in developing an effective presentation |
| • Understand importance of creating a timeline | |
| • Describe structure of an effective presentation | |
| • Identify tips and tools for an effective presentation | |
| • Design slides using presentation principles | |
| Intern Teaching Primer: Introduction to Teaching Skills | • Appreciate impact of resident teachers on learners |
| • Identify expectations for resident teachers | |
| • Recognize challenges in clinical teaching | |
| • Demonstrate teaching skills: orientation and feedback | |
| Bedside Teaching Skills | • Recognize advantages of bedside teaching |
| • Discuss barriers to bedside teaching | |
| • Identify strategies for effectively teaching in the patient’s presence | |
| Teaching Clinical Reasoning | • Recognize level of learner you are working with on rotations |
| • Develop questions appropriate to level of learner | |
| • Assess learner’s diagnostic reasoning ability | |
| • Practice giving feedback to learner and developing an educational plan | |
| Post-Curriculum Feedback and Survey | • Discuss personal growth as a teacher |
| • Share teaching experiences and application of teaching skills learned over the course of the year | |
| Year Three Curriculum (2017–2018) | |
| Teaching Skills Topic | Learning Objectives: as a result of this session, residents will be able to: |
| Introduction to Teaching Skills, Learning Climate and Effective Teachers | • Identify ways to utilize Carver College of Medicine, subinternship and clerkship learning objectives for medical students in bedside and small group teaching. |
| • Assist learners in setting learning goals for the clerkship. | |
| • Recognize leadership and teaching behaviors that create an environment of harassment and leaner mistreatment. | |
| • Identify people in the department who are resources if they need to report learner mistreatment | |
| Senior Resident Curriculum: Engaging Presentations | • Recognize steps involved in developing an effective presentation |
| • Understand importance of creating a timeline | |
| • Describe structure of an effective presentation | |
| • Identify tips and tools for an effective presentation | |
| • Integrate tips and tools into personal presentation | |
| Intern Teaching Primer: Introduction to Teaching Skills | • Appreciate the impact of resident teachers on learners |
| • Identify expectations for resident teachers | |
| • Recognize challenges in clinical teaching | |
| • Demonstrate teaching skills- orientation and feedback | |
| Teaching and Assessing Oral Presentations | • Review basic guidelines of oral presentations, including timing, delivery and emphasis |
| • Highlight the oral presentation as a form of medical communication | |
| • Differentiate features of oral vs written presentations | |
| • Demonstrate effective acquisition and delivery tips | |
| • Demonstrate how to assess representative oral presentations using a checklist | |
| Teaching and Assessing Clinical Notes | • Learn to critically evaluate a history and physical written by a medical student |
| • Learn to critically evaluate a progress note written by a medical student | |
| • Practice giving feedback to a medical student on their written notes | |
| Post-curriculum Feedback and Surveys | • Differentiate between feedback and evaluation |
| • Discuss the cycle of feedback and evaluation | |
| • Describe G.R.A.D.E. strategy for evaluation | |
| • Review the Carver College of Medicine clinical student evaluation form | |