Faculty Development

Sweet Success: Using Candy Land to Explore Gamification in Medical Education

Jessica Rachel Baez, MD* and Sierra Hajdu, MD*

DOI: https://doi.org/10.5070/M5.53816 Issue 11:4[mrp_rating_result]
By the end of this session, learners will be able to (1) describe key principles of gamification in medical education, (2) identify resources and tools for implementing gamification, (3) actively participate in a gamified educational activity, and (4) design a simple plan to implement gamification in their own teaching, considering benefits and potential challenges.
AdministrationCurrent IssueFaculty DevelopmentSmall Group Learning

The Challenge of Critical Feedback: A Simulation-based Advanced Residents as Teachers Module

Haley Plattner, MD*, Elyse Fults, MD*, Thomas Alcorn, MD*, and Sara M Hock, MD*

DOI: https://doi.org/10.5070/M5.52392 Issue 11:4[mrp_rating_result]
The purpose of this module was to provide a safe learning environment for residents to practice giving critical feedback to medical students. By the end of the session, residents will be able to 1) identify gaps in student proficiency through analysis of a simulated student’s clinical performance as demonstrated by a simulated case presentation, 2) formulate specific feedback for student learners to target identified gaps, and 3) apply a newly learned strategy for providing feedback to a “student” during two simulation-based communication cases.
AdministrationCurrent IssueFaculty DevelopmentMiscellaneous (stats, etc)Small Group Learning

Transforming Emergency Medicine Mentorship: A Skill-Building Curriculum to Optimize Mentee Growth and Development

Leah G Reznick, MD* and Nicole A Steckler, PhD*

DOI: https://doi.org/10.5070/M5.52383 Issue 11:4[mrp_rating_result]
The aim of this curriculum is to train mentors to approach mentoring with a curious and non-judgmental mindset. The curriculum offers specific, practical exercises to increase mentors’ ability to foster a mentee-driven relationship that meets the needs of all mentees, which in turn enhances career development and faculty retention at the department level. 
Current IssueFaculty Development

A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education

Simanjit K Mand, MD*, Chariti Gent, MA, MCC, CPCC^, Sharon Barbour, MPH, PCC^ and Benjamin H Schnapp, MD, MEd*

DOI: https://doi.org/10.21980/J88M08 Issue 10:3[mrp_rating_result]
The aim of this curriculum is to provide a longitudinal, practical, and interactive coach training curriculum for faculty with no prior coaching experience.
CurriculumFaculty Development

Cognitive Errors and Debiasing

Joshua Ginsburg, MD, MHPE*

DOI: https://doi.org/10.21980/J84W96 Issue 10:3[mrp_rating_result]
By the end of this lecture, learners should be able to, 1) Define dual process theory, 2) identify common cognitive biases, 3) recognize high-risk situations for cognitive errors, and 3) discuss debiasing strategies and integrate one strategy into your workflow.
AdministrationFaculty DevelopmentLecturesMiscellaneous (stats, etc)

Actively Teaching Active Teaching Techniques

Alice Walz, MD* and Ian Kane, MD^

DOI: https://doi.org/10.21980/J8H94V Issue 9:4[mrp_rating_result]
By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.
Faculty DevelopmentMiscellaneous (stats, etc)Small Group Learning

Enneagram in EM

Megan Cifuni, MD, MHPE*, Cami Pfennig, MD, MHPE* and Caroline Astemborski, MD, MEHP*

DOI: https://doi.org/10.21980/J8ZM0G Issue 8:4[mrp_rating_result]
By the end of this session, the learner will be able to: 1) Self-identify with a primary enneagram personality type.  2) List the fears, desires, and motivations of the enneagram type.  3) Describe struggles in interacting with other disparate enneagram types. 4) Discuss strategies for success in facing conflict and interacting with other team members.
Faculty DevelopmentLecturesMiscellaneous (stats, etc)

Residents Are Coming: A Faculty Development Curriculum to Prepare a Community Site For New Learners

Keith Willner, MD*, Essie Reed-Schrader, MD* and Stephen Mohney, MD*

DOI: https://doi.org/10.21980/J87D2N Issue 7:3[mrp_rating_result]
Our goal is to prepare community-based EM attendings to be outstanding educators to future residents by augmenting their knowledge of current educational practice and adult learning theory, literature review, and biostatistics.
Faculty DevelopmentAdministrationCurricula