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. These sessions align with ACGME expectations for faculty professional development.
Available Programming
- Giving Effective Feedback (Educator/Evaluator, Fostering Well-being)
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 (Educator/Evaluator, Fostering Well-being)
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 (Educator/Evaluator)
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 (Educator/Evaluator)
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) (Educator/Evaluator, Quality Improvement/Patient Safety)
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 (Educator/Evaluator)
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)
- A Case-based Approach to Common Teaching Challenges (Educator/Evaluator, QI/Patient Safety, Fostering Well-being)
Objectives:- Identify approaches to involve learners who appear disengaged
- Integrate approaches to address disruptive team dynamics
- Develop facilitation strategies for sessions dominated by a learner
- Facilitating a Psychologically Safe Space for Learners (Educator/Evaluator, QI/Patient Safety, Fostering Well-being)
- Recognize how psychologically unsafe environments affect learners
- Define psychological safety and examine evidence in healthcare terms
- Identify other factors that interact with psychological safety in affecting team performance
- Apply the "ABCs" of psychological safety to build upon teamwork