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TEACHING ELECTIVE MED 420 A&B Michael Koller, M.D. Patricia McNally, Ed.D.

TEACHING ELECTIVE MED 420 A&B Michael Koller, M.D. Patricia McNally, Ed.D. Maureen Locklund MED 420 course coordinator, SSOM 320. Today’s agenda. GET YOUR FLU SHOT NOW No ID, No flu shot Koller Requirements for teaching elective PCM 2 update Bloom’s taxonomy

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TEACHING ELECTIVE MED 420 A&B Michael Koller, M.D. Patricia McNally, Ed.D.

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  1. TEACHING ELECTIVE MED 420 A&B Michael Koller, M.D. Patricia McNally, Ed.D.

  2. Maureen LocklundMED 420 course coordinator, SSOM 320

  3. Today’s agenda GET YOUR FLU SHOT NOW No ID, No flu shot Koller Requirements for teaching elective PCM 2 update Bloom’s taxonomy Dr. Vance Broach, Resident of the Year Beth Sonntag – Teaching in small groups Teaching articles Fill out evaluation

  4. Teaching Elective Requirements • Attend 3 of 4 quarterly evening Didactic Sessions: 4:45pm–6:30pm • Teach at 5 PCM 2 small group sessions and do teaching reflection within 1 week • Complete 5 PCM 2 lecturer reflections the day of your small group within 1 week • Two master teacher reflections (you pick the 2 teachers) completed before January 1st • CHECK PCM 2 homepage for reflections received – current 10/24/11

  5. Attend 3 of 4 quarterly evening Didactic Sessions: 4:45pm–6:30pm • Each of the quarterly sessions is offered twice: • Summer 9A/B (July 26 or Aug 2) • Fall 10A/B (October 24 or November 1) • Winter 11A/B (January 23 or 30) • Spring 11C March 12 or 12A March 26) • Match day = Friday March 16 • SSOM 160

  6. PCM 2 administration Les Medley, course coordinator SSOM 310

  7. PCM 2 Lectures begin at 1:15, SSOM Rm 190 Contact/page your facilitator(s) and co-facilitators before class -discuss what you will do -discuss what you’d like to cover -do NOT give MS2s a second lecture -answer any questions MS2s may have from the lecture No assigned questions from readings EKG answers,CXR answers are in a folder by Les in SSOM 310

  8. PCM 2 Aug 2011 May 2012 August & September 1.Review & Learn PE and write-up 2. Head –to-toe with facilitator October – May = abnormal findings Correlate with mechanism of disease • October –April • Interpret EKGS • Preceptor program (4 write-ups) January – April 1. Interpret CXRs 2. Oralpresentations

  9. OCTOBER 2011 10/1 – 10/9 MS2 mid semester break 10/11 Preceptor program begins 10/11 Problem lists, +/-, Reasons to admit, Orders (Koller) 10/14 Focused H&P (Friday, Koller) 10/18 Intro to EKGS (Boyle) Begin EKG interpretation in small groups You will get answer sheet – found in folder 10/24 - Harvey workshop (Monday) no M4s 10/25 Heart sounds #1 (Wallis) Practice case (SOB, cough, fever) or you bring in a real case to work through EKGs CDs or websites for heart sounds

  10. NOVEMBER 2011 11/1 Heart sounds #2 (Wallis) 11/4 Harvey workshop #2 – no M4s 11/8 Heart sounds #3 (Wallis) 11/15 & 11/22 – NO M4s needed Graded head to toe on Male SP 11/29 Abnormal lung #1 (Dr Chan)

  11. DECEMBER 2011 12/6 Abnormal lung #2 (Dr Chan) online quiz 12/8 Written exam review (Koller) no M4s 12/8 Harvey #4 Lung sounds and heart sounds review (Koller) – no M4s 12/12 Semester 3 written exam – no M4s PCM 2 starts 1/3/12 – CXR, EKGs, oral presentations

  12. Any questions about the requirements? Any questions about PCM 2?

  13. What is a learning objective? An outcome statement that captures specifically the knowledge, skills, and attitudes that learners should be able to exhibit following instruction NOT what the lecturer will do Rather, “After this session, the learner will be able to “…..”

  14. Learning objectives should be…SMART Specific Measureable/Observable Attainable within scheduled time Relevant Targeted to the level of the learner

  15. Learning objectives Bad objectives Learn Grasp Understand Good objectives List Distinguish Define

  16. Learning objectives • Should guide assessment (test) • Classic example = Bloom’s Taxonomy

  17. Levels of learning/objectives Recall Name… List… Define... Comprehend Describe… Provide an example of appropriate use of “x”….) Apply (Use chart to calculate appropriate dose….) Analyze (Select lab tests…) Synthesize (Make diagnosis….) Evaluate (Select most effective treatment…)

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