Teaching and Assessing Clinical Skills
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Teaching and Assessing Clinical Skills
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What you'll learn
Learn skills and tools to improve the learner experience and knowledge retention in a clinical setting.
Understand the importance of feedback and how to provide effective feedback.Implement an effective orientation for your learners.
Details to know
13 assignments
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There are 7 modules in this course
The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.
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.
What's included
16 videos3 readings2 assignments
16 videos•Total 61 minutes
- 01.00 - Unit 1 Introduction •1 minute
- 01.01 - What is Feedback?•4 minutes
- 01.02 - What is Important About Feedback? •6 minutes
- 01.03 - What is Difficult About Feedback? •7 minutes
- 01.04 - Pediatrics History-taking Feedback•2 minutes
- 01.05 - Debrief of Pediatrics History-taking •4 minutes
- 01.06 - RIME and ACGME •3 minutes
- 01.07 - Providing Feedback•2 minutes
- 01.08 - Debrief of Providing Feedback •2 minutes
- 01.09 - Wrap-up - Video Discussion•8 minutes
- 01.10 - How to Provide Feedback •10 minutes
- 01.11 - Lumbar Puncture Procedure Roleplay•2 minutes
- 01.12 - Debrief of Lumbar Puncture Video •4 minutes
- 01.13 - Anesthesia Case Feedback•1 minute
- 01.14 - Debrief of Anesthesia Case Feedback •4 minutes
- 01.15 - Wrap-up •1 minute
3 readings•Total 30 minutes
- Course Syllabus•10 minutes
- READ: Unit 1 - Providing Feedback•10 minutes
- Help us learn more about you!•10 minutes
2 assignments•Total 60 minutes
- Feedback Improvement Plan•30 minutes
- Feedback Knowledge Test•30 minutes
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
What's included
8 videos1 reading2 assignments
8 videos•Total 22 minutes
- 02.00 - Unit 2 Introduction•1 minute
- 02.01 - Orienting Your Learner •1 minute
- 02.02 - Orienting the Learner - Student Perception •5 minutes
- 02.03 - Model for ORIENTing the Learner •3 minutes
- 02.04 - Vignette: Orientation to Clinic 1 •1 minute
- 02.05 - Debrief of Orientation 1 •2 minutes
- 02.06 - Vignette: Orientation to Clinic 2 •5 minutes
- 02.07 - Debrief of Orientation 2 •3 minutes
1 reading•Total 10 minutes
- READ: Unit 2 - Orienting The Learner•10 minutes
2 assignments•Total 60 minutes
- Orientation Improvement Plan•30 minutes
- ORIENT Knowledge Test•30 minutes
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
What's included
10 videos1 reading2 assignments
10 videos•Total 31 minutes
- 03.00 - Unit 3 Introduction •1 minute
- 03.01 - What is RIME? •4 minutes
- 03.02 - Patient With Abdominal Pain •3 minutes
- 03.03 - Pediatric Case •3 minutes
- 03.04 - Smoking Counseling •3 minutes
- 03.05 - Chest Pain Case •3 minutes
- 03.06 - Another Patient With Chest Pain •4 minutes
- 03.07 - Young Woman With Chest Pain and Shortness of Breath Case •4 minutes
- 03.08 - Patient With Hand Pain •2 minutes
- 03.09 - How to Incorporate RIME in Your Practice •5 minutes
1 reading•Total 10 minutes
- READ: Unit 3 - Using the RIME Model•10 minutes
2 assignments•Total 60 minutes
- RIME Action Plan (RIME)•30 minutes
- RIME Knowledge Test•30 minutes
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.
What's included
26 videos1 reading2 assignments
26 videos•Total 114 minutes
- 04.00 - Unit 4 Introduction •1 minute
- 04.01 - What is Entrustment? •6 minutes
- 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience •2 minutes
- 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience •3 minutes
- 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic •10 minutes
- 04.05 - Faculty Factors Affecting Entrustment •16 minutes
- 04.06 - Other Factors Affecting Entrustment•13 minutes
- 04.07 - Entrustment in Vitro •1 minute
- 04.08 - Josh and Emily •1 minute
- 04.09 - Debrief of Josh and Emily •3 minutes
- 04.10 - Joe and Morgan •2 minutes
- 04.11 - Debrief of Joe and Morgan •3 minutes
- 04.12 - Emily and Morgan Evaluating Patient with Chest Pain •1 minute
- 04.13 - Debrief of Chest pain - Emily and Morgen •2 minutes
- 04.14 - Melissa and Emily and Pediatric Resuscitation •1 minute
- 04.15 - Debrief of Emily and Melissa •4 minutes
- 04.16 - Bedside Rounds •1 minute
- 04.17 - Debrief of Bedside Rounds •2 minutes
- 04.18 - Rounds 2 •1 minute
- 04.19 - Ben and Team CPR •2 minutes
- 04.20 - Debrief of Ben and Team CPR •4 minutes
- 04.21 - How Do We Entrust? •1 minute
- 04.22 - Dr. Andy Oden •9 minutes
- 04.23 - Dr. Meg Wolff •4 minutes
- 04.24 - Dr. Michelle Caird •12 minutes
- 04.25 - Tips to Entrustment •9 minutes
1 reading•Total 10 minutes
- READ: UNIT 4 - Entrustment and Autonomy•10 minutes
2 assignments•Total 60 minutes
- Entrustment Improvement Plan•30 minutes
- Entrustment Knowledge Test•30 minutes
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.
What's included
22 videos1 reading2 assignments
22 videos•Total 81 minutes
- 05.01 - Introduction - Teaching in the OR and Beyond•7 minutes
- 05.02 - Briefing•8 minutes
- 05.03 - Debriefing of Briefing•4 minutes
- 05.04 - IntraOperative Teaching•8 minutes
- 05.05 - Debrief of Procedure Placement of Staples•2 minutes
- 05.06 - Procedure: Foley Placement•2 minutes
- 05.07 - Debrief of Procedure: Foley Placement•3 minutes
- 05.08 - Teaching a Student•2 minutes
- 05.09 - Debrief of Teaching a Student•3 minutes
- 05.10 - Orchiectomy Teaching•2 minutes
- 05.11 - Debrief of Teaching Orchiectomy Teaching•2 minutes
- 05.12 - Prostatectomy Teaching•2 minutes
- 05.13 - Debrief of Teaching Prostatectomy Teaching•2 minutes
- 05.14 - Debriefing•10 minutes
- 05.15 - Debrief of Debriefing•1 minute
- 05.16 - Debriefing of Complication•2 minutes
- 05.17 - Debrief of Debriefing of Operative Complication•3 minutes
- 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee•2 minutes
- 05.19 - Dr. Vesna Ivancic•6 minutes
- 05.20 - Dr. Bakshi•3 minutes
- 05.21 - Dr. Rebecca Hong•3 minutes
- 05.22 - Caveats and Things to Remember•2 minutes
1 reading•Total 10 minutes
- READ: Unit 5 - The BID Model for Clinical Teaching•10 minutes
2 assignments•Total 60 minutes
- BID Improvement Plan•30 minutes
- BID Knowledge Test•30 minutes
What's included
18 videos1 reading2 assignments7 discussion prompts
18 videos•Total 82 minutes
- 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching•1 minute
- 06.01 - Introduction: What is Evidence Based Medicine?•2 minutes
- 06.02 - Adult Learning and Overview•2 minutes
- 06.03 - How to form a PICO question•2 minutes
- 06.04 - Forming a Question with a Resident•3 minutes
- 06.05 - Resident Searching the Literature•3 minutes
- 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question•4 minutes
- 06.07 - Forming a question and searching the literature with a student•14 minutes
- 06.08 - Debrief of student outpatient EBM teaching - forming a question•4 minutes
- 06.09 - Appraising the Literature•3 minutes
- 06.10 - Resident Appraising the Literature•6 minutes
- 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature•4 minutes
- 06.12 - Student appraising the literature•11 minutes
- 06.13 - Debrief of student outpatient EBM teaching - appraising the literature•4 minutes
- 06.14 - Implementation and apply the evidence•1 minute
- 06.15 - Faculty tips for how to use EBM in the inpatient setting•5 minutes
- 06.16 - Faculty tips for how to use EBM in the outpatient setting•13 minutes
- 06.17 - Putting It All Together•1 minute
1 reading•Total 10 minutes
- How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment•10 minutes
2 assignments•Total 60 minutes
- EBM Improvement Plan•30 minutes
- EBM Knowledge Test•30 minutes
7 discussion prompts•Total 70 minutes
- Describe the characteristics that made this a high yield learning experience.•10 minutes
- What was done well in each session of engaging the learner to formulate a good question?•10 minutes
- What is your action plan to help learner formulate a question?•10 minutes
- What was done well in each session of appraising the literature?•10 minutes
- What is your action plan to help learner to Appraise and Review the Literature?•10 minutes
- Think about your setting. How will you incorporate the evidence into your practice?•10 minutes
- Think about your setting. Putting it all together, how will you teach evidence based medicine?•10 minutes
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.
What's included
3 readings1 assignment
3 readings•Total 30 minutes
- READ: Integration & Culmination•10 minutes
- Post-course Survey•10 minutes
- Keep Learning with Michigan Online!•10 minutes
1 assignment•Total 30 minutes
- Integration Exam•30 minutes
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Reviewed on Feb 24, 2024
Really engaging course. Easy to follow, thought provoking and translatable for daily clinical practice.
Reviewed on Jun 21, 2023
Its very useful course. Its will organised, it add a lot to my knowledge. Highly recommended. The help of the organiser who offer this course is truly appreciated. Thank you.
Reviewed on Feb 27, 2025
The course provides essential foundational skills and techniques necessary for the effective teaching and assessment of clinical competencies.
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