Teaching and Assessing Clinical Skills

About this course: The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.

Created by:  University of Michigan

• Taught by:  Sally Santen, M.D., Ph.D., Associate Professor - Emergency Medicine

  University of Michigan Medical School

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Each course is like an interactive textbook, featuring pre-recorded videos, quizzes and projects.

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Syllabus


WEEK 1


UNIT 1 - PROVIDING FEEDBACK
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.


16 videos, 2 readings, 1 practice quiz expand

1. Reading: READ: Unit 1 - Providing Feedback
2. Video: 01.00 - Unit 1 Introduction
3. Reading: Help us learn more about you!
4. Video: 01.01 - What is Feedback?
5. Video: 01.02 - What is Important About Feedback?
6. Video: 01.03 - What is Difficult About Feedback?
7. Video: 01.04 - Pediatrics History-taking Feedback
8. Video: 01.05 - Debrief of Pediatrics History-taking
9. Video: 01.06 - RIME and ACGME
10. Video: 01.07 - Providing Feedback
11. Video: 01.08 - Debrief of Providing Feedback
12. Video: 01.09 - Wrap-up - Video Discussion
13. Video: 01.10 - How to Provide Feedback
14. Video: 01.11 - Lumbar Puncture Procedure Roleplay
15. Video: 01.12 - Debrief of Lumbar Puncture Video
16. Video: 01.13 - Anesthesia Case Feedback
17. Video: 01.14 - Debrief of Anesthesia Case Feedback
18. Video: 01.15 - Wrap-up
19. Practice Quiz: Feedback Improvement Plan

Graded: Feedback Knowledge Test

WEEK 2


UNIT 2 - ORIENTING THE LEARNER
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


8 videos, 1 reading, 1 practice quiz expand

1. Reading: READ: Unit 2 - Orienting The Learner
2. Video: 02.00 - Unit 2 Introduction
3. Video: 02.01 - Orienting Your Learner
4. Video: 02.02 - Orienting the Learner - Student Perception
5. Video: 02.03 - Model for ORIENTing the Learner
6. Video: 02.04 - Vignette: Orientation to Clinic 1
7. Video: 02.05 - Debrief of Orientation 1
8. Video: 02.06 - Vignette: Orientation to Clinic 2
9. Video: 02.07 - Debrief of Orientation 2
10. Practice Quiz: Orientation Improvement Plan

Graded: ORIENT Knowledge Test

WEEK 3


UNIT 3 - USING THE RIME MODEL



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


10 videos, 1 reading, 1 practice quiz expand

1. Reading: READ: Unit 3 - Using the RIME Model
2. Video: 03.00 - Unit 3 Introduction
3. Video: 03.01 - What is RIME?
4. Video: 03.02 - Patient With Abdominal Pain
5. Video: 03.03 - Pediatric Case
6. Video: 03.04 - Smoking Counseling
7. Video: 03.05 - Chest Pain Case
8. Video: 03.06 - Another Patient With Chest Pain
9. Video: 03.07 - Young Woman With Chest Pain and Shortness of Breath Case
10. Video: 03.08 - Patient With Hand Pain
11. Video: 03.09 - How to Incorporate RIME in Your Practice
12. Practice Quiz: RIME Action Plan (RIME)

Graded: RIME Knowledge Test

WEEK 4


UNIT 4 - ENTRUSTMENT AND AUTONOMY



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.


26 videos, 1 reading, 1 practice quiz expand

1. Reading: READ: UNIT 4 - Entrustment and Autonomy
2. Video: 04.00 - Unit 4 Introduction
3. Video: 04.01 - What is Entrustment?
4. Video: 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience
5. Video: 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience
6. Video: 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic
7. Video: 04.05 - Faculty Factors Affecting Entrustment
8. Video: 04.06 - Other Factors Affecting Entrustment
9. Video: 04.07 - Entrustment in Vitro
10. Video: 04.08 - Josh and Emily
11. Video: 04.09 - Debrief of Josh and Emily
12. Video: 04.10 - Joe and Morgan
13. Video: 04.11 - Debrief of Joe and Morgan
14. Video: 04.12 - Emily and Morgan Evaluating Patient with Chest Pain
15. Video: 04.13 - Debrief of Chest pain - Emily and Morgen
16. Video: 04.14 - Melissa and Emily and Pediatric Resuscitation
17. Video: 04.15 - Debrief of Emily and Melissa
18. Video: 04.16 - Bedside Rounds
19. Video: 04.17 - Debrief of Bedside Rounds
20. Video: 04.18 - Rounds 2
21. Video: 04.19 - Ben and Team CPR
22. Video: 04.20 - Debrief of Ben and Team CPR
23. Video: 04.21 - How Do We Entrust?
24. Video: 04.22 - Dr. Andy Oden
25. Video: 04.23 - Dr. Meg Wolff
26. Video: 04.24 - Dr. Michelle Caird
27. Video: 04.25 - Tips to Entrustment
28. Practice Quiz: Entrustment Improvement Plan

Graded: Entrustment Knowledge Test

WEEK 5


UNIT 5 - THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING



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.


22 videos, 1 reading, 1 practice quiz expand

1. Reading: READ: Unit 5 - The BID Model for Clinical Teaching
2. Video: 05.01 - Introduction - Teaching in the OR and Beyond
3. Video: 05.02 - Briefing
4. Video: 05.03 - Debriefing of Briefing
5. Video: 05.04 - IntraOperative Teaching
6. Video: 05.05 - Debrief of Procedure Placement of Staples
7. Video: 05.06 - Procedure: Foley Placement
8. Video: 05.07 - Debrief of Procedure: Foley Placement
9. Video: 05.08 - Teaching a Student
10. Video: 05.09 - Debrief of Teaching a Student
11. Video: 05.10 - Orchiectomy Teaching
12. Video: 05.11 - Debrief of Teaching Orchiectomy Teaching
13. Video: 05.12 - Prostatectomy Teaching
14. Video: 05.13 - Debrief of Teaching Prostatectomy Teaching
15. Video: 05.14 - Debriefing
16. Video: 05.15 - Debrief of Debriefing
17. Video: 05.16 - Debriefing of Complication
18. Video: 05.17 - Debrief of Debriefing of Operative Complication
19. Video: 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee
20. Video: 05.19 - Dr. Vesna Ivancic
21. Video: 05.20 - Dr. Bakshi
22. Video: 05.21 - Dr. Rebecca Hong
23. Video: 05.22 - Caveats and Things to Remember
24. Practice Quiz: BID Improvement Plan

Graded: BID Knowledge Test

WEEK 6


How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment



18 videos, 1 reading, 1 practice quiz expand

1. Reading: How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
2. Video: 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching
3. Video: 06.01 - Introduction: What is Evidence Based Medicine?
4. Discussion Prompt: Describe the characteristics that made this a high yield learning experience.
5. Video: 06.02 - Adult Learning and Overview
6. Video: 06.03 - How to form a PICO question
7. Video: 06.04 - Forming a Question with a Resident
8. Video: 06.05 - Resident Searching the Literature
9. Video: 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question
10. Video: 06.07 - Forming a question and searching the literature with a student
11. Discussion Prompt: What was done well in each session of engaging the learner to formulate a good question?
12. Video: 06.08 - Debrief of student outpatient EBM teaching - forming a question
13. Discussion Prompt: What is your action plan to help learner formulate a question?
14. Video: 06.09 - Appraising the Literature
15. Video: 06.10 - Resident Appraising the Literature
16. Video: 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature
17. Video: 06.12 - Student appraising the literature
18. Discussion Prompt: What was done well in each session of appraising the literature?
19. Video: 06.13 - Debrief of student outpatient EBM teaching - appraising the literature
20. Discussion Prompt: What is your action plan to help learner to Appraise and Review the Literature?
21. Video: 06.14 - Implementation and apply the evidence
22. Video: 06.15 - Faculty tips for how to use EBM in the inpatient setting
23. Video: 06.16 - Faculty tips for how to use EBM in the outpatient setting
24. Discussion Prompt: Think about your setting. How will you incorporate the evidence into your practice?
25. Video: 06.17 - Putting It All Together
26. Discussion Prompt: Think about your setting. Putting it all together, how will you teach evidence based medicine?
27. Practice Quiz: EBM Improvement Plan

Graded: EBM Knowledge Test

WEEK 7


Integration & Summation
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.


2 readings expand

1. Reading: READ: Integration & Culmination
2. Reading: Post-course Survey

Graded: Integration Exam