- Are you comfortable giving feedback to students and/or residents?
- Do you struggle to integrate students/residents into your clinical responsibilities while providing a quailty educational experience?
- Would a better awareness of the quality improvement process assist you in supporting your student/resident on Lean/Right Path projects?
The Office of Medical Education and Core Faculty Development Work Group are sponsoring a faculty development program to enhance teaching, feedback and assessment skills. Physicians and other Healthcare Providers in academic practice teach medical students, residents and colleagues, but often receive little training for the unique demands of this role.
In 2010, Bassett Medical Center collaborated with the Royal College of Physicians (RCP), London to establish Faculty Development Workshops to address these difficulties.
Please fill out the below registration form, choose the workshop(s) you would like to attend, and submit.
Supporting Learning through Effective Teaching Workshop (October 20, 2020)
At the conclusion of this workshop you will be able to identify your teaching style using the Teaching Style Inventory, describe environmental factors that influence learning, perform as a one-minute preceptor using the Irby model, and create a supportive environment for your learners.
Supporting Learning through Assessment and Feedback Workshop (October 21, 2020)
At the conclusion of this workshop you will be able to identify and ease barriers to feedback, give effective feedback using the Ask-Tell-Ask model, demonstrate the one-minute preceptor model and integrate feedback into day-to-day practice. You will also show how assessment and feedback link to effective learning, and identify appropriate performance assessment methods for trainees. You will have an opportunity to practice assessing and giving feedback.
Underperforming Learning Workshop
At the conclusion of this workshop you will identify six competencies where the learner may demonstrate under-performance, appreciate the importance of early recognition in the problem-learner, and recognize when a personal development plan is necessary for an under-performing learner and who should drive that process.