Introduction

1. Introduction Module Created by: John Culberson, M.D., M.S. Assistant Professor of Medicine & Charlene M. Dewey, M.D., M.Ed., FACP Associate Professor of Medicine Web Page and Module Formatting by: Maria Victoria Tejada-Simon, Ph.D. Assistant Professor of Molecular Physiology and Biophysics

2. Introduction • Welcome to the Residents as Teachers and Leaders self-learning modules. This program was developed to assist residents and fourth year medical students in their role as physician, teacher and leader in medicine. • We are happy to provide this series to help you understand your teaching and leadership roles.

3. Introduction • This initial series of self-learning modules is geared toward fourth year medical students, interns and residents. • There are four modules in the series. They include: • Module 1: Professional Identity • Module 2: Teaching 101 • Module 3: Teaching Physical Exams • Module 4: Evaluation and Feedback

4. Introduction • The main purpose of the program is to help prepare you for your role as a resident teacher and leader. • The main outcomes expected after completing the modules are: • an improved knowledge of teaching concepts • an improved readiness to teach • an increased level of professional awareness • improved communication skills • identifying ones’ self as a teacher & leader in medicine

5. Introduction • Each module has a required pre-test & post-test and an optional evaluation form. The general format for each module is as follows: • Introduction • Goals, objectives and agenda • Main teaching content • Take home points • Closing instructions

6. Introduction • Each module may take 45-60 minutes to complete. The more effort you put into reading and practicing the activities in each module, the more you will get out of them. • Each module is designed to keep you actively engaged and thinking. Questions and answers are scattered throughout each module to help test your new knowledge and encourage memory retention.

7. Introduction • We suggest you take your time. There are no time limits on the modules. You may move forward and backwards in a module as needed. • If you need to cover material again, please use the “page up or down” buttons or forward & back arrows on the bottom of the screen. If you want more information or further clarification on any topic, you can use the reference pages to identify articles and other websites to help you.

8. Introduction • Throughout each module you will also have interesting quotes, reflection activities, Photo Stories, and other interactive activities designed to encourage reflection and practice. • Complete each module in order from 1-4. Some information builds upon content in a previous module.

9. Introduction • The main RATL website has a list of important references including articles and other internet resources for your use. Key articles and/or websites will have a hyperlink for your convenience at the appropriate spot in each module.

10. Introduction • RATL Materials available for your use include: • Learning Manual: Each module has an accompanying manual that corresponds to the slides and can be downloaded for taking notes and future references. (pdf) • Note Sheets: You may also download and print a structured note taking sheet. These sheets allow you to take notes and capture the most critical parts of each module. (word document) • Pocket Cards: Pocket cards have also been developed and are available for you to print, fold and place in the pocket of your white coat. This allows you to have the key teaching tips at a hands reach at all times. (PowerPoint) • List of references: A list of useful teaching articles are available on the RATL web page. (pdf)

11. Introduction • All these materials can be printed directly from the RATL materials web page. You can print your manual, structured note sheets or any pocket card for future use. We recommend you print your manual or structured note sheet before starting each module. • Remember, the PDF manual will be large (numerous pages) due to the number of slides in each module. For taking notes, I suggest the structured note sheet.

12. Introduction • The scores on the pre/posttest or any question throughout the modules are for educational and research purposes only. Your responses will not be scored or visible and they will not be reflected in any grade or evaluation during your training. • Participation is voluntary and you may discontinue a module at any time.

13. Introduction • The Teacher Identity Scale (TIS) is a 37 item survey on teaching. It also consists of 8 demographic questions. • The TIS is for research purposes only. Any data or information obtained will be aggregated – meaning not identifiable to any one individual. Your participation is voluntary and your results will not be given to your program directors or be reflected in any evaluations or grades. You will complete it before and after the series.

14. Introduction • The main RATL website has an evaluation form for each module as does Moodle. Please send us your comments on the value and content of each module. We appreciate your comments and will look to your suggestions to improve our product. • Before beginning your first module, please complete the Teacher Identity Scale. When completed, you will be prompted to start module 1 pre-test.

15. Introduction • Thank you again for your participation. You may now proceed to the on-line classroom called Moodle and click on “RATL Course”. Please “log in” with your user name and password. Follow the instructions in Moodle to get started. Enjoy! Moodle On-line Classroom RATL Home Page