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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 No ratings yet.
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
Current IssueFaculty 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 No ratings yet.
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 No ratings yet.
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.
Faculty DevelopmentLectures

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Megan Boysen-Osborn, MD*, Shannon Toohey, MD*, Michael Gisondi, MD‡, and Margaret Wolff , MD^

DOI: https://doi.org/10.21980/J8RP4TIssue 1:1 5/5 (1)
By the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction
Faculty DevelopmentLecturesTeam Based Learning (TBL)

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Megan Boysen-Osborn, MD*, Margaret Wolff, MD‡, Michael Gisondi, MD^

DOI: https://doi.org/10.21980/J8MW2WIssue 1:1 No ratings yet.
By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.
Faculty DevelopmentLecturesTeam Based Learning (TBL)
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