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Programs in Teaching Skills

Longitudinal programs provide the opportunity to reflect on teaching, practice skills and learn the process of teaching skills in a supportive and collaborative learning environment.

Rachel Levine and Leah Wolfe, Co-Directors

Part I: Fourteen consecutive Thursdays, 8:30 a.m. to noon
September 11 - December 18, 2014 (prerequisite for Part II)

Part II: Ten consecutive Thursdays, 8:30 a.m. to noon
February 12 - April 16, 2015

Part I: Core Concepts and Skills

Educational Objectives

After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

  • Building a Learning Community: Strategies for Learning and Facilitating and Skills of Dialogue
  • Enhancing Professional-Personal Balance
  • Providing Effective Feedback
  • Small Group Meetings for Learning and/or Decision-Making: Optimizing Decision-Making and Implementing the Stages of Small Group Meetings and Facilitation Participation
  • Relationship-Centeredness in the Learning Environment (teaching in the outpatient setting, one-on-one precepting, precepting in the presence of the patient, role-modeling for effective teaching)
  • Building a Successful Career as a Scholarly Educator
  • Presentation Skills
  • Developing Scholarly Quality Improvement Projects

Recurrent Themes

  • Personal awareness and growth, self-observation and monitoring
  • Developing a personal teaching philosophy statement
  • Professionalism and the ‘hidden’ and ‘informal’ curricula
  • Being an effective role model
  • Multicultural application of concepts
  • Balancing professional and personal demands

Testimonials

“Teaching Skills has helped me develop my skills as an educator and learn more about a career as a clinician educator."

“The evaluation and reflection on prior teaching/learning experiences provides great insight about me as teacher and learner.”

“I have increased awareness and understanding of the importance of creating a good learning environment.”

“I have become more focused on learner-based teaching, and more self-aware of teaching strengths and learning edges.”

Part II: Advanced Concepts and Application

Participants in Teaching Skills Part II have the opportunity to synthesize and deepen their understanding of concepts learned in TS I as well as explore new content. Participants determine the focus for TS II by prioritizing content areas for review.

Educational Objectives

After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

  • Learner motivation and empowerment
  • Leadership and management
  • Cultural awareness
  • Conflict management
  • Formalized brainstorming
  • Facilitating small group learning

Testimonials

“TS2 put a name to the factors that make up high quality instructional methods. For example, teachers need to self-reflect, check assumptions, listen attentively, bring his/her whole self and mind to discussions, encourage learners to self-reflect, and to act as role models for learners.”

Learning Methods

Participants work in small, interdisciplinary groups with highly-trained faculty facilitators in a supportive, stimulating and collegial environment. Participants play a vital and active role in their own learning by identifying learning needs, developing learning plans, regularly assessing their progress and applying learnings to daily experiences. Facilitators and members of the small groups quickly become important resources for each other's learning, while employing such methods as didactic presentations and demonstrations, reading, discussion, personal reflection, writing and storytelling, observation and feedback (audio and videotape review), and skills practice (role play with co-learners, application at one's work setting).

 
 
 
 

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