Teaching Teachers to Teach A Mentored Faculty Development

Teaching Teachers to Teach: A Mentored Faculty Development Experience L 8 A. Society of Teachers of Family Medicine. Medical Student Education Conference. February 3, 2012 Fran Biagioli, M. D. biagioli@ohsu. edu Ben Schneider M. D. Oregon Health & Science University. Family Medicine

Objectives • Identify educational resources to create a faculty development teaching experience • Identify key objectives for training junior faculty to teach effectively • Discuss methods best used for teaching teachers to teach • List examples of junior faculty mentor-mentee teaching opportunities

Not Everyone is a Born Teacher • Teaching can be daunting, but is a learnable skill • We need competent, confident faculty for: – Small Groups – Lectures – Medical Student and Resident Precepting • The Solution: Teach your own teachers with a Mentored Teaching Experience – Residency elective – Junior Faculty

A Mentored Teaching Experience The Mentee is coached through the following: • Teaching students in the clinical setting • Teaching in a large and small group setting • Development and implementation of an instructional session/tool • Co-Precepting residents in clinic with senior faculty • Giving negative and positive feedback to a variety of learners on a diverse set of skills

Clinical Teaching • Teaching a variety of learners

Clinical Teaching. The Mentee: • Teaches in clinic with varying levels of learners – Junior and Senior Students, Residents, Peers • Identifies goals for learners for each clinic session • Gives feedback to their learner regularly – Identifies what learners did well and areas for improvement – Gives feedback on notes daily • Debriefs weekly with Senior Faculty – Positives, negatives, efficiency, giving feedback

Small Group • Co-facilitate small group discussion (insert photograph of a small group teaching experience)

Small Group Facilitation. The Mentee: • Co-facilitates small groups: – ‘Art of Medicine’ Small Group Discussions – Physical Examination Small Group Discussions and Problem Based Learning – Third year Family Medicine Clerkship Small Group discussions • Receives real-time instruction from co-faculty • Receives weekly instruction from Mentor on small group instruction techniques

Curriculum Basics • Develop, Implement, Evaluate (insert photo of a large group teaching experience)

Curriculum Basics. The Mentee: • Chooses one focused topic and an audience • Develops an interactive teaching session/tool (seminar, workshop, website, etc) • Implements for the Third Year Clerkship or Residents • Receives guidance on defining Competency based Goals/Objectives, session development, and evaluation of the product

A Mentored Teaching Experience • Resident Elective in Teaching. Family Medicine Digital Resource Library 3302. 2011. http: //www. fmdrl. org/index. cfm? event=c. begin. Browse D&clear. Selections=1&criteria=biagioli#3302 • Methods of mentored instruction: – Weekly mentor instruction and debriefing: • • Working efficiently with learners in clinic Evaluation and giving feedback Techniques for Small Group vs. Didactic Instruction Curriculum development basics – Hands-on and Side-by-Side instruction – Video critique – Didactic development and implementation

Tips for Success • Flexible scheduling • Design the experience to meet the learners needs. – Teach what they are good at – Vary experiences – Recruit a variety of senior faculty • Meet with Mentee before, during, and after

Questions? Adapt the Curriculum • Schedule/Competing Duties • Different level learners • Different Settings • For Questions about this curriculum contact Frances Biagioli, M. D. (bee-uh-joe-lee) Oregon Health & Science University biagioli@ohsu. edu