About this course: The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.
Created by: University of Michigan
Taught by: Sally Santen, M.D., Ph.D., Associate Professor - Emergency Medicine
University of Michigan Medical School
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
Syllabus
WEEK 1
UNIT 1 - PROVIDING FEEDBACK
The objectives for this module are that after you actively engage in the activities, you will be able to 1: Understand the importance of feedback and the barriers to providing feedback. 2: Provide effective feedback to learners.
16 videos, 2 readings, 1 practice quiz
- Reading: READ: Unit 1 - Providing Feedback
- Video: 01.00 - Unit 1 Introduction
- Reading: Help us learn more about you!
- Video: 01.01 - What is Feedback?
- Video: 01.02 - What is Important About Feedback?
- Video: 01.03 - What is Difficult About Feedback?
- Video: 01.04 - Pediatrics History-taking Feedback
- Video: 01.05 - Debrief of Pediatrics History-taking
- Video: 01.06 - RIME and ACGME
- Video: 01.07 - Providing Feedback
- Video: 01.08 - Debrief of Providing Feedback
- Video: 01.09 - Wrap-up - Video Discussion
- Video: 01.10 - How to Provide Feedback
- Video: 01.11 - Lumbar Puncture Procedure Roleplay
- Video: 01.12 - Debrief of Lumbar Puncture Video
- Video: 01.13 - Anesthesia Case Feedback
- Video: 01.14 - Debrief of Anesthesia Case Feedback
- Video: 01.15 - Wrap-up
- Practice Quiz: Feedback Improvement Plan
Graded: Feedback Knowledge Test
WEEK 2
UNIT 2 - ORIENTING THE LEARNER
The objectives for this module are that after you actively engage in the activities, you will be able to 1: Describe the importance of orienting learners. 2: Implement an effective orientation for your learners
8 videos, 1 reading, 1 practice quiz
- Reading: READ: Unit 2 - Orienting The Learner
- Video: 02.00 - Unit 2 Introduction
- Video: 02.01 - Orienting Your Learner
- Video: 02.02 - Orienting the Learner - Student Perception
- Video: 02.03 - Model for ORIENTing the Learner
- Video: 02.04 - Vignette: Orientation to Clinic 1
- Video: 02.05 - Debrief of Orientation 1
- Video: 02.06 - Vignette: Orientation to Clinic 2
- Video: 02.07 - Debrief of Orientation 2
- Practice Quiz: Orientation Improvement Plan
Graded: ORIENT Knowledge Test
WEEK 3
UNIT 3 - USING THE RIME MODEL
The objectives for this module are that after you actively engage in the activities, you will be able to: 1: Describe the RIME method of assessment (Reporter Interpreter Manager Educator) 2: Utilize RIME for feedback and assessment in your interactions with students
10 videos, 1 reading, 1 practice quiz
- Reading: READ: Unit 3 - Using the RIME Model
- Video: 03.00 - Unit 3 Introduction
- Video: 03.01 - What is RIME?
- Video: 03.02 - Patient With Abdominal Pain
- Video: 03.03 - Pediatric Case
- Video: 03.04 - Smoking Counseling
- Video: 03.05 - Chest Pain Case
- Video: 03.06 - Another Patient With Chest Pain
- Video: 03.07 - Young Woman With Chest Pain and Shortness of Breath Case
- Video: 03.08 - Patient With Hand Pain
- Video: 03.09 - How to Incorporate RIME in Your Practice
- Practice Quiz: RIME Action Plan (RIME)
Graded: RIME Knowledge Test
WEEK 4
UNIT 4 - ENTRUSTMENT AND AUTONOMY
The objectives for this module are that after you actively engage in the activities, you will be able to: 1. Describe the factors affecting autonomy 2. Be prepared to navigate the barriers to entrustment 3. Understand how to appropriately facilitate resident autonomy and grant trainee suitable entrustment of patient care to enhance education.
26 videos, 1 reading, 1 practice quiz
- Reading: READ: UNIT 4 - Entrustment and Autonomy
- Video: 04.00 - Unit 4 Introduction
- Video: 04.01 - What is Entrustment?
- Video: 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience
- Video: 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience
- Video: 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic
- Video: 04.05 - Faculty Factors Affecting Entrustment
- Video: 04.06 - Other Factors Affecting Entrustment
- Video: 04.07 - Entrustment in Vitro
- Video: 04.08 - Josh and Emily
- Video: 04.09 - Debrief of Josh and Emily
- Video: 04.10 - Joe and Morgan
- Video: 04.11 - Debrief of Joe and Morgan
- Video: 04.12 - Emily and Morgan Evaluating Patient with Chest Pain
- Video: 04.13 - Debrief of Chest pain - Emily and Morgen
- Video: 04.14 - Melissa and Emily and Pediatric Resuscitation
- Video: 04.15 - Debrief of Emily and Melissa
- Video: 04.16 - Bedside Rounds
- Video: 04.17 - Debrief of Bedside Rounds
- Video: 04.18 - Rounds 2
- Video: 04.19 - Ben and Team CPR
- Video: 04.20 - Debrief of Ben and Team CPR
- Video: 04.21 - How Do We Entrust?
- Video: 04.22 - Dr. Andy Oden
- Video: 04.23 - Dr. Meg Wolff
- Video: 04.24 - Dr. Michelle Caird
- Video: 04.25 - Tips to Entrustment
- Practice Quiz: Entrustment Improvement Plan
Graded: Entrustment Knowledge Test
WEEK 5
UNIT 5 - THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING
The objectives for this module are that after you actively engage in the activities, you will be able to: 1. Describe the basic theoretical underpinnings of the BID model. 2. Develop a briefing focused on a learning objective 3. Perform intra-encounter teaching focused on the learning objective 4. Perform a short debriefing focused on the learning objective
Note: while this model was developed for the operating room, you will find that it applies to any clinical setting. In each encounter think about first working with learner to set her objectives, then teaching during the clinical encounter and finally providing feedback or debriefing.
22 videos, 1 reading, 1 practice quiz
- Reading: READ: Unit 5 - The BID Model for Clinical Teaching
- Video: 05.01 - Introduction - Teaching in the OR and Beyond
- Video: 05.02 - Briefing
- Video: 05.03 - Debriefing of Briefing
- Video: 05.04 - IntraOperative Teaching
- Video: 05.05 - Debrief of Procedure Placement of Staples
- Video: 05.06 - Procedure: Foley Placement
- Video: 05.07 - Debrief of Procedure: Foley Placement
- Video: 05.08 - Teaching a Student
- Video: 05.09 - Debrief of Teaching a Student
- Video: 05.10 - Orchiectomy Teaching
- Video: 05.11 - Debrief of Teaching Orchiectomy Teaching
- Video: 05.12 - Prostatectomy Teaching
- Video: 05.13 - Debrief of Teaching Prostatectomy Teaching
- Video: 05.14 - Debriefing
- Video: 05.15 - Debrief of Debriefing
- Video: 05.16 - Debriefing of Complication
- Video: 05.17 - Debrief of Debriefing of Operative Complication
- Video: 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee
- Video: 05.19 - Dr. Vesna Ivancic
- Video: 05.20 - Dr. Bakshi
- Video: 05.21 - Dr. Rebecca Hong
- Video: 05.22 - Caveats and Things to Remember
- Practice Quiz: BID Improvement Plan
Graded: BID Knowledge Test
WEEK 6
How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
18 videos, 1 reading, 1 practice quiz
- Reading: How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
- Video: 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching
- Video: 06.01 - Introduction: What is Evidence Based Medicine?
- Discussion Prompt: Describe the characteristics that made this a high yield learning experience.
- Video: 06.02 - Adult Learning and Overview
- Video: 06.03 - How to form a PICO question
- Video: 06.04 - Forming a Question with a Resident
- Video: 06.05 - Resident Searching the Literature
- Video: 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question
- Video: 06.07 - Forming a question and searching the literature with a student
- Discussion Prompt: What was done well in each session of engaging the learner to formulate a good question?
- Video: 06.08 - Debrief of student outpatient EBM teaching - forming a question
- Discussion Prompt: What is your action plan to help learner formulate a question?
- Video: 06.09 - Appraising the Literature
- Video: 06.10 - Resident Appraising the Literature
- Video: 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature
- Video: 06.12 - Student appraising the literature
- Discussion Prompt: What was done well in each session of appraising the literature?
- Video: 06.13 - Debrief of student outpatient EBM teaching - appraising the literature
- Discussion Prompt: What is your action plan to help learner to Appraise and Review the Literature?
- Video: 06.14 - Implementation and apply the evidence
- Video: 06.15 - Faculty tips for how to use EBM in the inpatient setting
- Video: 06.16 - Faculty tips for how to use EBM in the outpatient setting
- Discussion Prompt: Think about your setting. How will you incorporate the evidence into your practice?
- Video: 06.17 - Putting It All Together
- Discussion Prompt: Think about your setting. Putting it all together, how will you teach evidence based medicine?
- Practice Quiz: EBM Improvement Plan
Graded: EBM Knowledge Test
WEEK 7
Integration & Summation
Please be sure your are caught up on the exercises. Review the sections you feel you did not really learn. I encourage you to look at the handouts for Providing Feedback and Orienting the Learner. Use the discussion board to discuss the integration questions.
2 readings
- Reading: READ: Integration & Culmination
- Reading: Post-course Survey
Graded: Integration Exam
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Ratings and Reviews
Please send me certificate on my email so that i can submit it to my institution
Thanx
Well organized and good implementation of video examples to illustrate the concepts.
I'm only on week 4 but I have enjoyed the concepts and will be incorporating them into my practice and teaching. I like the RIME method and the idea of shared ownership of the patients.
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An excellent course both for those new to teaching as well as for seasoned clinicians. The videos depicting different teaching situations and the explanations afterwards are the best part of this course. More theoretical background from different studies would have been nice, but the references for each section are available, so it's rather a matter of personal laziness. The quizzes are too simple and do could be improved. A certificate or at least a would also be nice