“Residents as Teachers (RAT)”Opening Exercise

On the cards provided,

please write down 2-3 characteristics of:

Good Challenging Learners Learnerson the Green Card on the Blue Card

An Orientation to

“Residents as Teachers (RAT)”

RAT Key Personnel

Jeffrey Devries, MD, MPHAssociate Dean & Director, Graduate Medical Education

Course Director

Kathy Schlecht, DODept. of Anesthesiology

Course Co-Director

Linda Gillum, PhDAssociate Dean, Academic & Faculty Affairs

Course Executive Sponsor

RAT Key Personnel

Ann Voorheis-Sargent, PhD, LPCAssoc. Director, Center for Excellence in Med. Educ. (CEME)

Course Facilitator

Michaelle (Mickey) BieleckiCenter for Excellence in Medical Education (CEME)

Course Co-Facilitator

Getting to Know Our

“Residents as Teachers”

Participants

“Residents as Teachers” ProgramEducational Goals & Objectives

Goal

Provide and enhance the teaching skills of participants

Objectives

1.Utilize adult learning theory to guide instruction

2.Provide excellent instruction in a variety of medical settings, including the inpatient service, clinic, OR, and classroom

3.Provide effective, timely, and actionable feedback

4.Seek & incorporate feedback to improve your own learning

5.Utilize teaching skills to enhance your own lifelong learning

Tonight’s Goals & Objectives

Goal

Provide an overview of the RAT course & adult learning

Objectives

1.Describe the structure & requirements of the RAT curriculum

2.Appreciate how the Stanford University Faculty Development curriculum will be integrated into the RAT course

3.Understand the basics of adult learning as it applies to medical education

Curriculum Component #1:

Stanford Clinical Teaching Curriculum• 7 biweekly, small-group, interactive, 2-hour sessions

• Maintain the same small group throughout the 14 weeks

• Topics:

1. Learning Climate

2. Control of Session

3. Communicating Goals

4. Feedback

5. Evaluation

6. Promotion of Understanding & Retention

7. Promotion of Self-Directed Learning

Stanford-TrainedBeaumont Faculty

• 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

Curriculum Component #2:

Large-Group Plenary Sessions

• 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

Attendance Criteria to Earn Certificate of

Advanced Training in Medical Education

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

Characteristics of

Good & Bad Teaching

Adult Learning: Androgogy

• Previous Experiences

• Motivation Engagement

• Immediate Applicability

• Active Learning

A Model for Education

A Model for EducationGPS

Identifying the Destination• Review the Goals & Objectives

Determining Where We Are Now• Learner Self-Assessment• Faculty Assessment• 360° Assessment

Assessing Needsof Individual Learners

• Based on Goals & Objectives

• Ask students what they already know

• Verify knowledge through Q&A

Promote Active Learning !

Try to adopt the habit of

reading the same day

that you see things.

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…”

Promote Active Learning !

However, in difficult situations,

don’t try to “tough it out” alone

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

Identify a Mentor

Could be…

…Program Director

…Department Chair

…Department Faculty Member

…Faculty From Another Dept.

…RAT Small-Group Facilitator

…Task-Specific (e.g. Research)

Questions ?