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“Residents as Teachers (RAT)” Opening Exercise

This program aims to provide and enhance the teaching skills of participants in medical education. It utilizes adult learning theory, provides excellent instruction in various medical settings, and promotes lifelong learning.

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“Residents as Teachers (RAT)” Opening Exercise

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  1. “Residents as Teachers (RAT)”Opening Exercise On the cards provided, please write down 2-3 characteristics of: Good Challenging Learners Learners on the Green Cardon the Blue Card

  2. An Orientation to “Residents as Teachers (RAT)”

  3. Jeffrey Devries, MD, MPH Associate Dean & Director, Graduate Medical Education Course Director Kathy Schlecht, DO Dept. of Anesthesiology Course Co-Director Linda Gillum, PhD Associate Dean, Academic & Faculty Affairs Course Executive Sponsor RAT Key Personnel

  4. Ann Voorheis-Sargent, PhD, LPC Assoc. Director, Center for Excellence in Med. Educ. (CEME) Course Facilitator Michaelle (Mickey) Bielecki Center for Excellence in Medical Education (CEME) Course Co-Facilitator RAT Key Personnel

  5. Getting to Know Our “Residents as Teachers”Participants

  6. Goal Provide and enhance the teaching skills of participants Objectives Utilize adult learning theory to guide instruction Provide excellent instruction in a variety of medical settings, including the inpatient service, clinic, OR, and classroom Provide effective, timely, and actionable feedback Seek & incorporate feedback to improve your own learning Utilize teaching skills to enhance your own lifelong learning “Residents as Teachers” ProgramEducational Goals & Objectives

  7. Goal Provide an overview of the RAT course & adult learning Objectives Describe the structure & requirements of the RAT curriculum Appreciate how the Stanford University Faculty Development curriculum will be integrated into the RAT course Understand the basics of adult learning as it applies to medical education Tonight’s Goals & Objectives

  8. 7 biweekly, small-group, interactive, 2-hour sessions • Maintain the same small group throughout the 14 weeks • Topics: • Learning Climate • Control of Session • Communicating Goals • Feedback • Evaluation • Promotion of Understanding & Retention • Promotion of Self-Directed Learning Curriculum Component #1:Stanford Clinical Teaching Curriculum

  9. Dr. Michael Barnes Internal Medicine • Dr. Francisco Dávila Internal Medicine • Dr. Aimee Espinosa Internal Medicine • Dr. Nick Maddens Internal Medicine • Dr. Ovidiu Niculescu Internal Medicine • Dr. Kathy Schlecht Anesthesiology • Dr. Robert Starr Obstetrics / Gynecology Stanford-TrainedBeaumont Faculty

  10. Today’s Orientation + 5 monthly large-group sessions (January – May) • Topics: • Teaching Clinical Reasoning • Preparing Effective Didactic Sessions • Intimidation in Teaching • Overcoming Common Mistakes in Teaching • Developing an Academic Career Curriculum Component #2:Large-Group Plenary Sessions

  11. Stanford Small-Group Sessions • Attend all 7 sessions • Can make-up 1-2 sessions, if needed, by: • Attending a different group’s session that week • Attending a make-up session in December • Large-Group Plenary Sessions • Attend today’s Orientation & all 5 sessions • Can make-up 1-2 sessions, if needed, by: • Reviewing videotapes, available on-line Attendance Criteria to Earn Certificate of Advanced Training in Medical Education

  12. Characteristics of Good & Bad Teaching

  13. Adult Learning: Androgogy • Previous Experiences • Motivation  Engagement • Immediate Applicability • Active Learning

  14. A Model for Education

  15. A Model for EducationGPS

  16. Identifying the Destination • Review the Goals & Objectives • Determining Where We Are Now • Learner Self-Assessment • Faculty Assessment • 360° Assessment

  17. Assessing Needsof Individual Learners • Based on Goals & Objectives • Ask students what they already know • Verify knowledge through Q&A

  18. Promote Active Learning ! Try to adopt the habit of reading the same day that you see things.

  19. Promote Active Learning ! After presenting H&P & lab results, never ask: “So, what would you like me to do?” Instead: “This is what I propose as the differential diagnosis & plan…”

  20. Promote Active Learning ! However, in difficult situations, don’t try to “tough it out” alone

  21. Promote a Balance BetweenActive Learning (“Expensive”)vs. Passive Learning (“Cheap”) • Pay attention to your teammates’ presentations of their patients • Examine interesting physical findings of other patients you hear about

  22. Could be… …Program Director …Department Chair …Department Faculty Member …Faculty From Another Dept. …RAT Small-Group Facilitator …Task-Specific (e.g. Research) Identify a Mentor

  23. Questions ?

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