Classroom Based Teaching
Students learn best when they are actively involved in the learning process. Below are some tools you can use to enhance your classroom teaching.
Collaborative Learning: Group Work and Study Teams
Helpful links for Other Instructional Strategies :
WRITING MEASURABLE OBJECTIVES
Goals and Objectives
HOW TO MEASURE LEARNING
National Board of Medical Examiners
Academic Medicine is the official journal of the AAMC. It aims to address the major challenges facing the academic medical community. Topics include education and training issues; health science policy; institutional policy, management and values; research practice; and clinical practice in academic settings. Articles are generally no longer than 3,000 words.
Academic Pediatrics is the official journal of the Academic Pediatric Association.. Its purpose is to strengthen the research and education base of academic general pediatrics. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy and the environment. Most articles are generally no longer than 3,500 words for quantitative research and 4,000 for qualitative research.
Advances in Health Sciences Education
Advances in Health Sciences Education is a forum for scholarly and state-of-the-art research into all aspects of health sciences education. Some of the topics include problem-based and self-directed learning, faculty development, motivation, curriculum development, program evaluation, clinical reasoning, continuing education and communication skills.
American Journal of Preventive Medicine
The American Journal of Preventative Medicine is the official journal of the American College of Preventive Medicine and the Association for Prevention teaching and Research. Some of the topics include prevention research, teaching, practice and policy, interventions aimed at the prevention of chronic and acute disease and the promotion of individual and community health, behavioral and public health issues, and papers on educational initiatives aimed at improving the ability of health professionals to provide effective clinical prevention and public health services and health services research pertinent to prevention and public health. Research articles are limited to 3000 words.
Annals of Family Medicine
The Annals of Family Medicine is dedicated to advancing knowledge essential to understanding and improving health and primary care. Topics include identifying and addressing important questions in health and the provision of patient-centered, prioritized, high-quality healthcare, as well as clinical, biomedical, social and health services research.
Best Evidence in Medical Education (BEME)
Best Evidence in Medical Education is committed to moving the medical profession from opinion-based education to evidence based education. Its goal is to provide leaders with the latest findings from scientifically grounded educational research. Recent topics include Evaluating Complex Interventions in Medical Education; and Assessing the Effectiveness and Impact of a Patient Safety Curriculum.
Canadian Medical Education Journal
The Canadian Medical Education Journal is an online, open-access journal exploring new developments and perspectives in the field of medical education from premedical to postgraduate and continuing medical education. Topics include quantitative and qualitative aspects of prominent issues relating to the education, training and maintenance of health care professionals.
The Clinical Teacher
The Clinical Teacher aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. Topics include reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching, specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today's clinical education. Original articles are limited to 1500 words.
Evaluation & the Health Professions
Evaluation & the Health Professions is designed to provide a forum for keeping health professionals abreast of the latest technological advances in evaluation research methods through practitioner friendly articles, as well as provide the results of important evaluations. Further, the Journal is designed to provide a forum for debate of timely evaluation issues in health research and evaluation. Topics include state-of-the-art methodological, measurement, and statistical tools for conceptualizing the etiology of health promotion and problems, and developing, implementing, and evaluating health programs, teaching and training services, and products that pertain to a myriad of health dimensions. In general, articles should not exceed 40 typed written double-spaced pages.
Family Medicine (Society of Teachers of Family Medicine)
The journal specializes in publishing research and commentary on medical education and it is not limited to educational research from family medicine educators. The journal welcomes - and often publishes - innovative and high quality contributions from authors in a variety of specialties and academic fields. Regular articles are generally limited to 3,000 words.
Focus on Health Profession Education
Focus on Health Profession education has a focus on all the health professions. It maintains an international outlook and deals with issues of global concern. It also focuses on teaching and learning. There are demonstrated links between high quality education and improved outcomes for health care. The journal provides a forum where these issues can be examined and advanced. Contributions by junior researchers are particularly encouraged. Topics include teaching and learning, curriculum design, assessment and evaluation in support of better professional practice, and a focus on diverse and stimulating ideas, 12 controversial, challenging and substantive issues facing health professional educators and students. Scholarly papers may be up to 5000 words in length.
Health Education Assets Library (HEAL)
HEAL is a digital repository that allows medical educators to discover, download, and re-use over 22,000 medical education resources.
The Journal of the American Medical Association (JAMA) –Medical Education Theme Issue (September)
This theme issue on medical education, published in September, invites authors to submit manuscripts related to all aspects of the educational process. The journal is particularly seeking studies that either incorporate the most relevant educational outcomes (effects on clinical practice and patient care, rather than measures of knowledge, skills, or attitudes) or address better techniques for their measure.
Journal of Continuing Education in the Health Professions
The Journal of Continuing Education publishes articles relevant to theory, practice, and policy development for continuing education in the health sciences. Topics include original research and essays on subjects involving the lifelong learning of professionals, with a focus on continuous quality improvement, competency assessment, and knowledge translation and advice to those who develop, conduct, and evaluate continuing education programs. Generally articles should not exceed 2400 words.
Journal of Graduate Medical Education
The Journal of Graduate Medical Education (JGME) is the peer-reviewed journal of the Accreditation Council for Graduate Medical Education. The journal serves as a vehicle for communicating information about graduate medical education (GME) to inform and engage the GME community and increase knowledge about teaching and learning and the environment in which residents and fellows learn and participate in care. The aim is to promote scholarship and critical inquiry related to graduate medical education. Topics include graduate medical education and related matters relevant to the education of residents and fellows and to the settings in which such education occurs. Orignial research generally does not exceed 2500 words.
Journal of Interprofessional Care
The Journal of Interprofessional Care aims to disseminate research and new developments in the field of interprofessional education and practice. The Journal is disseminated internationally and encourages submissions from around the world. Topics include explicit interprofessional focus, involving a range of settings, professions, and fields, primary, community and hospital care, health education and public health, and beyond health and social care into fields such as criminal justice and primary/elementary education, and community development or environmental design. Original research articles and reviews should have a maximum of 5,000 words including abstract, main text, tables and figures, and references.
Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. It aims to have a significant impact on scholarship in medical education and, ultimately, on the quality of health care by prioritizing papers that offer a fundamental advance in understanding of educationally 19 relevant issues. The journal welcomes papers on any aspect of health professional education. Some topics include aspects of medical education including undergraduate education, postgraduate training, continuing professional development, interprofessional education, up-to-date analysis of current issues from leading educators and policy makers, including a quarterly humanities section.
Medical Education Online: an Electronic Journal
Medical Education Online (MEO) is an international Open Access journal for disseminating information on the education and training of physicians and other health care professionals. Topics include processes of educating and training health care professionals and papers dealing with but not limited to the following research areas: basic science education, clinical science education, residency education, learning theory, problem-based learning (PBL), curriculum development, research design and statistics, measurement and evaluation, faculty development, and informatics/web.
MedEdPORTAL is a free online peer-reviewed publication service provided by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association (ADEA). MedEdPORTAL was designed to promote educational collaboration by facilitating the open exchange of peer-reviewed teaching resources such as tutorials, virtual patients, simulation cases, lab guides, videos, podcasts, assessment tools, etc.
MedEdWorld is an international network through which organizations, medical schools and individual teachers can share ideas, experiences and expertise and collaborate in the further development of medical education. MeEedWorld is administrative by the Association for Medical Education in Europe (AMEE).
Medical Teacher is the journal of the Association for Medical Education in Europe, an international association for all involved with medical and healthcare professions education. The journal addresses the needs of teachers and administrators throughout the world involved in training for the health professions. Topics include new teaching methods, guidance on structuring courses and assessing achievement and it serves as a forum for communication between medical teachers and those involved in general education. Articles are usually between 2500-5000 words in length.
New England Journal of Medicine- Education pieces included several times a year
The New England Journal of Medicine (NEJM) is dedicated to bringing physicians the best research and key information at the intersection of biomedical science and clinical practice, and to presenting the information in an understandable and clinically useful format. Original articles are limited to 2700 words.
The Northeastern Group on Education Affairs and the Research in Medical Education sections of the AAMC have compiled an annotated bibliography of journals for educational scholarship.
Teaching and Learning in Medicine
Teaching and Learning in Medicine (TLM) is an international forum for scholarly, state-of-the-art research on the purposes and processes of teaching and learning in the education of medical professionals. Topics: Practical issues in the conduct of medical education, as well as issues more basic to medical education, and provide analysis and empirical research needed to facilitate educational decision making by administrators, teachers, and learners.
This page contains links to a wide range of resources designed to assist clinical preceptors in developing their teaching and assessment skills. If you have know of additional resources you would like to see posted, please contact Dr. Jennifer Purcell at firstname.lastname@example.org.
EPIC: The Expert Preceptor Interactive Curriculum
This series of online modules was created at the University of North Carolina through a FIPSE grant. It offers 10 modules including three on clinical teaching skills (setting the stage, effective teaching in community practice and evaluating performance/giving feedback) in addition to 7 contemporary teaching topics (e.g. teamwork in healthcare, working with the community). Registration is Free. They do ask that you complete a survey prior to beginning the modules, but this is not required. CME credit is no longer
offered. The access the modules, visit http://www.med.unc.edu/epic/welcome.htm.
Preceptor Development Program
This faculty development series consists of 10 print resources (downloadable Word documents) on topics ranging from the One-Minute Preceptor to setting expectations, evaluation, and difficult learning situtations. Supported by a HRSA Family Medicine training grant, this series was developed by the Southern New Hampshire AHEC program.
To access the series, visit http://www.snhahec.org/preceptor_development.cfm.
Preceptor Development Program
These 7 modules, created by the University of Virginia Health System, are available to all clinicians nationwide (and around the world) as part of Creative Commons licensing program. Each module can stand alone and the program provides opportunities for preceptors to record their reflections in real time using a preceptor notepad, which can be saved and referred to in later modules. To access these modules, visit http://www.med-ed.virginia.edu/courses/fm/precept/index.htm. No login is required.
Preceptor Development Initiative: E-Tips for Practice Education
This series of 8 modules for the busy clinician is available as an online program or downloadable as .pdf files. To get started, you will have to log in as a guest. The website provides a great tutorial on how to navigate the course. Topics include standards such as setting the stages, feedback, and evaluation, but also include fostering clinical reasoning and conflict resolution. To access this series, visit http://www.practiceeducation.ca/modules.html.
Expert Preceptor Learning Modules
"These webinars are available for viewing 24/7 on a variety of computer platforms, including some mobile devices. Each is hosted on the HealthtecDL site. All webinars are presently available at no cost. Participants who view all modules, complete the related registration forms, Survey Monkey surveys and post-tests will receive 6 hours of AMA PRA Category 1 Credit™ from the GHSU Medical College of Georgia. NOTE: you will be asked to register on HealthtecDL before viewing a module." You will be able to opt out of email messages. These modules include audio and PowerPoint slides. They also have topics such as the Patient-centered medical home. Although many presentations are applicable to the New York and other urban areas, many of the presentations focus on Georgia. To access these and other HealthtecDL modules, visit http://www.healthtecdl.org/events/events-list.cfm.
The Practical Prof
Another site focused on rural education settings, but includes useful video clips to demonstrate skills applicable to all settings. This site was designed by the Alberta Rural Physician Action Plan. Visit http://www.practicalprof.ab.ca/.
ADDITIONAL RESOURCES for community preceptors have been compiled by:
The Ohio University College of Osteopathic Medicine
UMDNJ Center for Teaching Excellence: Clinical Education
The Resident-as-Teacher Program
The Department of Family and Social Medicine is in the process of revamping the Resident-as-Teacher curriculum. This process will include a targeted needs assessment and the development, implementation, and evaluation of an active learning curriculum designed for the busy resident. Residents at all of our residency sites will be eligible to participate. Current initiatives include an survey of resident attitudes toward teaching medical students and the pilot testing of a new assessment process and measurement tool to assess resident teaching of medical students in clinic. The overall program will meet LCME requirments and provide ongoing training to promote learning for both medical students and residents. For additional information, or to request materials from any of the following workshops, please contact Jennifer Purcell, PhD, at email@example.com.
Past Resident-as-Teacher Workshops
Setting the Agenda to Promote Learning in the Busy Clinic
- Define the important components of agenda-setting
- Demonstrate how to set the session’s agenda with a learner through role play
- Recognize the role of agenda setting in the inpatient and outpatient settings
- Describe a framework for communication of goals
How Do You Think That Went For You?: A Closer Look at Giving Feedback
- Describe two methods of giving feedback (S-FED and Feedback Sandwich)
- Identify components of feedback using video clips and group polling
- Practice feedback methods with a clinical case
30 Expectations: How to Help Medical Student Meet Them
- Discuss FM clerkship objectives as they relate to ACGME competencies.
- Identify areas where residents feel they teach FM objectives well and areas where they feel they need more guidance.
- Develop and discuss ideas about how the RAT program can be planned over the next 12 months to assist residents with teaching medical students.
The Devil is in the Detailing: Or Is It? Academic Detailing as a Learning Strategy
- Observe an academic / public health detailing session
- Identify detailing strategies which translate to individual or small group teaching
- Compare and contrast traditional (pharmaceutical) and academic detailing
- Discuss pharmaceutical detailing
Questioning as a Tool for Effective Teaching
- Discuss the concept of a hierarchy of questioning as a model of teaching
- Practice using questioning in a non-confrontational manner
- Recognize opportunities to use questioning in various settings
Effective Teaching for the Resident-Medical Student Interaction (Microskills)
- Define a model of effective teaching
- Apply teaching model to specific case
The Albert Einstein College of Medicine Office of Faculty Development offers a series of workshops to help faculty become familiar with the requirements and procedures for academic promotion at Einstein. These hands-on workshops assist faculty in preparing the CV and
the Teaching Portfolio, and help answer their questions about navigating the process. Click here to see a schedule of these workshops and to register for any of them.
To further assist faculty, the Albert Einstein College of Medicine Office of Educational Resources has prepared the booklet, Moving Up at Einstein: A Faculty Guide to Preparing for Promotion.
TIP: Compiling (and recreating) everything you've done prior to promotion can be a time-consuming and burdensome task, especially for busy academic clinicians. Collect items for your portfolio from your FIRST month of employment. They can be summarized at a later date.
OTHER INSTITUTIONS offer similar guidance on preparation of a teaching portfolio. They can provide additional tips.
Medical College of Wisconsin provides multiple examples of portfolios for every level.
University of Miami has a comprehensive website including the history or teaching portfolios and writing tips.
Teaching Tips Newsletter Archive
Teaching Tips is a monthy newsletter emailed to the Department of Family and Social Medicine community preceptors and faculty. The newsletters give teaching tips on a wide variety of topics related to teaching medical students and residents. Some of our past newsletters have covered topics such as developing a culture of learning for health professionals, using the microskills approach, integrating the physical exam into teaching, and teaching evidence in a busy clinic.
If you would like to have Teaching Tips emailed to you each month, please contact Renee Shanker at firstname.lastname@example.org.
Volume 1 (2010)
Vol1 Issue1 Teaching Evidence in a Busy Clinic
Vol1 Issue2 Integrating the Physical Exam into Teaching
Vol1 Issue3 Providing Effective Feedback: The S-FED Model
Vol1 Issue4 SNAPPS: A Learner-Centered Technique for Case Presentations
Volume 2 (2011)
Vol2 Issue1 Developing a Learning Culture
Vol2 Issue2 Microskills: Improving Learning in the Ambulatory Setting
Vol2 Issue3 Tips for Community-Based Medical Education
Vol2 Issue4 Tips for Using Direct Observation
Vol2 Issue5 Tips to Create a Learner-Centered Environment
Vol2 Issue6 Tips for Using the EMR in Patient-Centered Care
Vol2 Issue7 Five Tips for Advising Students About Family Medicine
Vol2 Issue8 Teaching the Tenets of the Hippocratic Oath
Vol2 Issue9 Teaching Students to Avoid Diagnostic Errors
Vol2 Issue10 Precepting for all Learning Styles
Volume 3 (2012)
Vol3 Issue1 Johari's Window and Medical Education
Vol3 Issue2 Supporting Smart Synapses: Change the Brain to Improve Learning
Vol3 Issue3 Recognizing Facial Expressions
Vol3 Issue4a Challenges of Assessment
Vol3 Issue4b What is Honors
Vol3 Issue5 Highlights from the STFM Conference
Vol3 Issue6 Millenial Learners
Vol3 Issue7 Social Media in Medical Education
Vol3 Issue8 Teaching Reflective Practice
Vol3 Issue9 Narrative Medicine in Practice
Vol3 Issue10 Humor in Medical Education
Vol3 Issue 11 Teaching Perspectives
Vol3 Issue12 A Year in Review
Volume 4 (2013)
Vol4 Issue1 Answering Clinical Questions
Vol4 Issue2 Clinical Reasoning-Part I
Vol4 Issue3 Clinical Reasoning-Part II
Vol4 Issue4 Clinical Reasoning-PartIII
Vol4 Issue5 Teaching in the Patient's Presence
Vol4 Issue6 Breaking Bad News...to Students
Vol4 Issue7 Health Literacy: Teaching the "Teach-back" Method
Vol4 Issue8 Informal Mentoring in Medicine
Vol4 Issue9 Questioning: a tool for clinical precepting
Vol4 Issue10 Writing a Teaching Philosophy
Vol4 Issue11 Pimping: Does it help or hinder learning?
Vol4 Issue12 5-Step "Microskills"
Volume 5 (2014)
Vol5 Issue1 Learning Styles & the 5-Step Microskills
Vol5 Issue2 Pedagogy vs. Andragogy
Vol5 Issue3 Teaching & Learning Styles in the Clinical Setting
Vol5 Issue4 Preparing Students to Handle Difficult Patient Encounters
Vol5 Issue5 A Framework for Clinical Assessment
Vol5 Issue6 Building a Patient History
Vol5 Issue7 Dealing with Learners with Difficulties
Vol5 Issue8 Written vs. Oral Feedback
Vol5 Issue9 Teaching Pattern Recognition: Aunt Minnie's Method
Vol5 Issue10 Activated Demonstration: Teaching a Skill
Vol5 Issue11 Using the RIME Model for Developmental Assessment and Feedback
Vol5 Issue12 Teaching in Ambulatory Care Settings: A Year-End Summary
Volume 6 (2015)
Vol6 Issue1 Teaching Learners to Talk to Patients About Sensitive Topics
Vol6 Issue2 Entrustable Professional Activities : The Basics
Vol6 Issue3 Entrustable Professional Activities : Part 2 - Descriptors
Vol6 Issue4 Precepting with RESPECT
Vol6 Issue5 Choosing wisely: Teaching cost conscious, high-value care to learners
Vol6 Issue6 Addressing Social Determinants of Health: Specifying Race and Racism
Albert Einstein College of Medicine Office of Faculty Development
Family Medicine Digital Resource Library
The Social Medicine Portal
Calendar of Events