ACT is an online program that reviews relevant clinical teaching topics. The ACT program will instruct residents and faculty in best practices for medical education. Participants should bear in mind that the concepts in these modules will not only advance their teaching ability, but also provide them with the tools to become a better lifelong learner.

This program can be customized for specific faculty groups. Please contact Faculty Development at comfacdev@ucf.edu to customize a program for your faculty group.


Preceptor Orientation Modules

Content creator: Faculty Life Office

Objectives:

*up to 0.5 AMA PRA Category 1 Credit


Designing and Creating a Positive Learning Experience

Content creator: Amanda Ramos, MEd

Objectives:

  • Promote and maintain positive relationships with learners in the clinical setting
  • Convey respect for learners, patients and other members of the health care team
  • Promote inclusion of learners in your daily regiment
  • Motivate learners
  • Acknowledge the student as a member of the health care team

*up to 0.5 AMA PRA Category 1 Credit


Giving Effective Feedback

Content Creator: Amanda Ramos, MEd; Monica Bailey, MA

Objectives:

  • Identify the purpose of feedback in clinical education.
  • Revise feedback to include the four characteristics of effective feedback (informative/specific, credible, timely/relevant, and delivered at the appropriate level).
  • Examine barriers to effective feedback by reflecting on their own practice of providing feedback to learners.
  • Compare models that can be used to provide effective feedback to develop their own model.

*up to 0.5 AMA PRA Category 1 Credit


Teaching Clinical Reasoning Skills

Content creators: Monica Bailey, MA; Denise Kay, PhD

Objectives:

  • Identify the terms and constructs typically utilized in cognitive descriptions of the development of clinical reasoning
  • Discriminate between different cognitive stages in the development of clinical reasoning, from novice learners (i.e. medical students and interns) to expert clinicians (practicing physicians who’ve been exposed to numerous patients, conditions, diseases, and syndromes.)
  • Examine strategies that can be used to support the development of clinical reasoning at each stage.

*up to 0.5 AMA PRA Category 1 Credit


Narrative Evaluation

Content creator: Monica Bailey, MA

Objectives:

  • Define narrative evaluation
  • Discuss the purpose of narrative evaluation
  • Review models and strategies used to provide narrative evaluation

*up to 0.5 AMA PRA Category 1 Credit


Teaching Evidence Based Thinking

Content creator: Andrea Berry, MPA

Objectives:

  • Identify high yield concepts related to enabling evidence-based thinking in learners
  • Discuss the instructors role in facilitating the five-step EBM process
  • Demonstrate an effective EBM encounter with a learner

*up to 0.5 AMA PRA Category 1 Credit


Diagnosing Your Learner

Content creators: Amanda Ramos, MEd; Andrea Berry, MPA; Monica Bailey, MA

Objectives:

  • Identify advancement strategies for the learner along the competency continuum
  • Describe evidence of student knowledge and/or skill professions from “novice” to “expert”
  • Develop pathways for learner advancement in each competency

*up to 0.5 AMA PRA Category 1 Credit


Time Efficient Teaching Strategies

Content creator: Andrea Berry, MPA; Amanda Ramos, MEd, Alaina West

Objectives:

  • Identify time efficient teaching methods for use in the clinical learning environment
  • Review the elements of each model presented
  • Compare and contrast clinical teaching methods to identify best implementation strategies

*up to 0.5 AMA PRA Category 1 Credit


Teaching and Assessing Professionalism

Content creators: Amanda Ramos, MEd; Monica Bailey, MA

Objectives:

  • Define professionalism in the Clerkship years
  • Identify opportunities to teach and assess professionalism
  • Develop a plan for incorporating professionalism teaching and assessment into your service

*up to 0.5 AMA PRA Category 1 Credit


Transforming Dysfunctional Teams 

Content creators: Angie Irvin, Alaina West, Andrea Berry, MPA

Objectives:

  • Identify the different root causes of dysfunctional team dynamics and forms of toxic teams
  • Reflect on the benefits of high performing cohesive teams
  • Implement strategies for improving team dynamics

*up to 0.5 AMA PRA Category 1 Credit


Direct Observation

Content creators: Amanda Ramos, MEd; Andrea Berry, MPA; Monica Bailey, MA; Ann Botash, MD

Objectives:

  • Recognize opportunities to identify, correct, and modify clinical skills and behaviors of learners while assessing, managing, and treating patients
  • Utilize evidence based assessment measures to assess learners in a workplace based patient encounter
  • Recognize challenges to observe in the clinical setting and develop skills to maximize student learning

*up to 0.5 AMA PRA Category 1 Credit


Dealing with a Difficult Learning Situation

Content creator: Andrea Berry, MPA, Alaina West

Objectives:

  • Discuss common problematic behaviors in learners
  • Identify strategies to prevent or approach difficult learning encounters
  • Utilize SOAP as an approach to problem interactions with learners using simulated scenarios

*up to 0.5 AMA PRA Category 1 Credit


Balancing Supervision and Autonomy

Content creator: Amanda Ramos, MEd; Andrea Berry, MBA

*up to 0.5 AMA PRA Category 1 Credit


Entrustable Professional Activities 

Content creator: Andrea Berry, MPA; Monica Bailey, MA; Denise Kay, PhD

Objectives:

  • Identify the behaviors of an entrusbable learner for any of the Entrustable Professional Activities
  • Distinguish between a pre-entrustable and entrusbable learner for any of the Entrusbable Professional Activities

*up to 1.0 AMA PRA Category 1 Credit


Want to know more about EPAs? What makes a learner Entrustable?

Find out answers to these questions and more in our EPA Faculty Development module based on the AAMC’s Core Entrustable Professional Activities for Entering Residency: Faculty and Learners’ Guide.

  • Subscribe to the EPA list serve for the most up-to-date information on EPAs.



Accreditation Statement – University of Central Florida College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
Designation Statement – University of Central Florida College of Medicine designates this educational activity for a maximum of 8.0 AMA PRA Category 1 Credit(s).  Physicians should only claim credit commensurate with the extent of their participation in the activity.


Disclosures

As a provider accredited by the ACCME, University of Central Florida College of Medicine Continuous Professional Development (CPD) will ensure that everyone who is in a position to control the content of an educational activity has disclosed all relevant financial relationships with any commercial interest to CPD.  The ACCME defines ‘relevant’ financial relationships as financial relationships in any amount occurring within the past 12 months that create a conflict of interest.  A commercial interests is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on patients.  ACCME does not consider providers of clinical service directly to patients to be commercial interests – unless the provider of clinical service is owned, or controlled by an ACCME-defined commercial interest.

The following was disclosed by everyone in a position to control the content of this activity:

-The name of the individual including spouse/partner
-The name of the commercial interest
-The nature of the relationship with each commercial interest
-Disclosure if there was no relevant financial relationships
-Intend to discuss unlabeled/investigational use(s) of drug(s) or device(s)

PLANNERS – Martin Klapheke, MD, Program Director; Monica Bailey, MA, Program Designer, Activity Coordinator, Content Reviewer; Andrea Berry, MPA, Planning Committee Member, Content Reviewer; Angela Griffin, BA, Activity Coordinator, Planning Committee Member, Content Reviewer; Denise Kay, PhD, Planning Committee Member, Content Reviewer; Ann Botash, MD, Planning Committee Member, Content Reviewer; Alice Fornari, EdD, RD, Planning Committee Member, Content Reviewer, Alaina West, CPD Coordinator; Sharon Whitmer, EdD, CPD Accreditation Advisor, CPD Advisory Committee do not have any relevant financial relationships with any commercial entities.

FACULTY – Monica Bailey, MA, Program Designer, Activity Coordinator, Content Reviewer; Andrea Berry, MPA, Planning Committee Member, Content Reviewer; Angela Griffin, BA, Activity Coordinator, Planning Committee Member, Content Reviewer; Denise Day, PhD, Planning Committee Member, Content Reviewer; Ann Botash, MD, Planning Committee Member, Content Reviewer; Alice Fornari, EdD, RD, Planning Committee Member, Content Reviewer do not have any relevant financial relationships with any commercial entities.

The CPD Advisory Committee, Richard Peppler, Chair; Shiva Kalidindi; Mary Beth Harris; Saleh Naser; Andrew Payer; Jose Rubero; Jennifer Thompson; Stephen Berman; Loretta Forlaw; Shannon Miller; Bernard Gros. Ad Hoc Members: Andrea berry; Alaina West do not have any relevant financial relationships with any commercial entities.

THERE IS NO IN-KIND OR COMMERCIAL SUPPORT FOR THIS ACTIVITY

Release Date: 2/2/2017
Review Date: 2/2/2017
Re-Release Date: 1/18/2020
Termination Date: 1/18/2023