Welcome to Advancing Clinical Teachers
YOU MUST COMPLETE THE EVALUATION BEFORE
YOU CAN RECEIVE YOUR CME CERTIFICATE
For any questions related to the content of these modules please contact Angie Irvin at Angela.Irvin@ucf.edu.
For any CPD/CME credit related questions please contact Alaina West at firstname.lastname@example.org or 407-266-1128.
Advancing Clinical Teachers (ACT)
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. If you would like to receive a Certificate of Completion for this course please contact Faculty Development at email@example.com be enrolled.
This program can be customized for specific faculty groups. Please contact Faculty Development at firstname.lastname@example.org to customize a program for your faculty group.
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 7.5 AMA PRA Category 1 Credit(s). Physicians should only claim credit commensurate with the extent of their participation in the activity.
- Examine commonly used models for clinical teaching
- Construct the elements that occur before, during, and after a learning encounter
- Design a learning encounter by implementing the appropriate teaching strategies at the appropriate time (choose your own adventure activity)
- Discuss the clerkship policies, objectives, and requirements
- Study UCF/COM policies for clinical teaching (i.e. the learning environment, etc.)
- Describe clinical teaching strategies and expectations
- Discuss how to promote positive relationships through inclusion with learners in the clinical setting as a member of the healthcare team
- Utilize strategies to overcome challenges in the learning environment (i.e. busy, demanding, stressful)
- Describe how to implement motivational learning theories into the clinical learning environment
- Identify models for clinical reasoning
- List strategies to support the development of clinical reasoning at various stages
- Define narrative evaluation
- Discuss the purpose of narrative evaluation
- Describe models and strategies used to provide narrative evaluation
- 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
- Identify advancement strategies for learners along the competency continuum
- Describe evidence of student knowledge and/or skill progressions from “novice” to “expert”
- Develop pathways for learner advancement in each competency
- Identify time efficient teaching methods for use in the clinical learning environment
- Describe the elements of each model presented
- Compare and contrast clinical teaching methods to identify best implementation strategies
- Identify the behaviors of an entrustable learner for any of the Entrustable Professional Activities (EPAs)
- Discuss the differences between a pre-entrustable and entrustable learner for any of the Entrustable Professional Activities
|TIME||TOPIC TITLE||FACULTY NAME|
|30 minutes||Designing a Learning Encounter||Monica Bailey|
|30 minutes||Introduction to the Clerkship||Monica Bailey|
|30 minutes||Creating a Positive Learning Environment||Andrea Berry, Denise Kay, Monica Bailey|
|30 minutes||Giving Effective Feedback||Monica Bailey|
|30 minutes||Teaching Clinical Reasoning Skills||Denise Kay and Monica Bailey|
|30 minutes||Writing Narrative Evaluation||Monica Bailey|
|30 minutes||Teaching Evidence-based Thinking||Andrea Berry|
|30 minutes||Diagnosing Your Learner||Monica Bailey and Andrea Berry|
|30 minutes||Tools for Teaching on the Fly||Andrea Berry|
|30 minutes||Teaching and Assessing Professionalism||Monica Bailey|
|30 minutes||Transforming Dysfunctional Teams||Angie Irvin|
|30 minutes||Direct Observation||Andrea Berry, Monica Bailey, Ann Botash|
|30 minutes||Dealing with a Difficult Learning Situation||Andrea Berry|
|60 minutes||Introduction to Entrustable Professional Activities||Monica Bailey, Andrea Berry, and Denise Kay|
As a provider accredited by the ACCME, University of Central Florida College of Medicine Continuous Professional Development (CPD) will insure 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; Victor Herrera; Saleh Naser; Andrew Payer; Jennifer Thompson; Stephen Berman; Loretta Forlaw; Shannon Miller; Bernard Gros. Ad Hoc Members: Andrea berry; Todd Freece, CE; Alaina West; and Sharon Whitmer 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
Expiration Date: 2/2/2020
Review Date: 2/2/2020
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.