Faculty 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

Working with Senior Residents: How to get past “You’re doing great!”

Caitlin Schrepel, MD*, Douglas Franzen, MD, MEd* and Jamie R Shandro, MD, MPH*

DOI: https://doi.org/10.21980/J8D93J Issue 6:4[mrp_rating_result]
ABSTRACT: Audience: This content is intended for emergency medicine faculty. Introduction: Faculty at our institution noted that it can be easy to identify and address the knowledge gaps of junior learners. However, they often find different skills are needed when precepting senior residents, a sentiment shared by faculty at other institutions.1 To foster the skills needed for lifelong learning and
Faculty DevelopmentLectures

Google Forms – A Novel Solution to Blended Learning

Andrew Kalnow, DO*, Christopher Lloyd, DO*, John Casey, DO* and Andrew Little, DO*

DOI: https://doi.org/10.21980/J8BP77 Issue 4:2[mrp_rating_result]
By the end of the session, the learner should be able to create a didactic session utilizing Google Forms (or similar web-based application).  Specific learning objectives for the didactic session will vary based on application.  Our institution has used Google Forms to create case-based small group discussion sessions, “create your own adventure” individual learning cases, asynchronous learning opportunities, and interactive intra-lecture surveys.
Faculty DevelopmentInnovationsSmall Group Learning

A Brief Didactic Intervention to Improve Multiple-Choice Item-Writing Quality

Jonathan S Jones, MD*, Andrew W Phillips, MD, MEd^, Andrew M King, MD†, Molly K Estes, MD**, Lauren W Conlon, MD^^ and Kevin R Scott, MD, MSEd^^

DOI: https://doi.org/10.21980/J81633Issue 3:1[mrp_rating_result]
The primary objective of this training module is to provide emergency medicine residents and faculty the basic knowledge necessary to write high quality structured single-best answer examination items through a brief, independent study format.
LecturesFaculty Development