Institute for Medical Education

Faculty Development

As a core element of the mission of the IME, we are committed to providing faculty development programming that is both innovative and relevant to our educators.

Through our Medical Education Faculty Development Facilitators, we are able to deliver faculty development programming specific to teaching and learning skill development for faculty and resident educators across our health system.

Our instructional methods include small group teaching, interactive workshops and consultations.

Available Programming

  • Introductory Faculty Development for Medical Student Educators
    Objectives:
    • List a variety of strategies for teaching medical students in the clinical workplace
    • Identify and describe strategies for feedback
    • Become familiar with important Mount Sinai policies related to medical student education
  • Giving Effective Feedback
    Objectives:
    • Recognize the evidence-based principles of effective verbal feedback
    • Develop an efficient method to set expectations at the start of a learning relationship
    • Acquire a framework for timely and effective feedback in a variety of settings – wards, clinic
  • Improving the Quality of Faculty Evaluations of Learners
    Objectives:
    • Understand the vital role evaluations have in learner development
    • Recognize differences between low and high quality evaluations and learn the components of a meaningful evaluation
    • Learn skills to write a high quality evaluation for trainees
  • Time Efficient Teaching
    Objectives:
    • List the Steps of the One-Minute Preceptor model of clinical teaching
    • Explain how each step fosters effective and efficient teaching
    • Demonstrate understanding of the One-Minute Preceptor on a sample student presentation
    • Integrate the One-Minute Preceptor model into your clinical teaching
  • SNAPPS – An Approach to Ambulatory Teaching
    Objectives:
    • Recognize differences between traditional ambulatory teaching models and newer active learner-centric models
    • Obtain skills to perform a time-efficient learner-centric teaching method that encourages diagnostic and clinical reasoning
  • Teaching Remotely – Best Practices (Clinical Clerkships)
    Objectives:
    • Learn how to introduce and structure inpatient team rounds using various tele-rounding models and understand how learners can contribute to rounds and be assessed in these structures
    • Learn various models for teaching learners in the outpatient setting and how to teach and assess within these models
    • Learn pearls for conducting small group sessions using remote learning
    • Learn pearls for creating engaging lectures using remote learning
  • Writing Effective Letters of Recommendation for Trainees
    Objectives:
    • Describe the role of Letters of Recommendation (LORs) in the application process for residency and fellowship positions
    • Differentiate standardized and narrative LORs
    • Review elements/characteristics/phrases to include in effective and/or strong LORs
    • Discuss a framework for writing LORs (including preparation, meeting with trainee, letter writing, and submission)