1. “Residents as Teachers (RAT)” Opening Exercise On the cards provided, please write down 2-3 characteristics of: Good Challenging Learners Learners on the Green Cardon the Blue Card

2. An Orientation to “Residents as Teachers (RAT)”

3. RAT Key Personnel Jeffrey Devries, MD, MPH Associate Dean & Director, Graduate Medical Education Course Director Kathy Schlecht, DO Dept. of Anesthesiology Course Co-Director Linda Gillum, PhD Associate Dean, Academic & Faculty Affairs Course Executive Sponsor

4. RAT Key Personnel Ann Voorheis-Sargent, PhD, LPC Assoc. Director, Center for Excellence in Med. Educ. (CEME) Course Facilitator Michaelle (Mickey) Bielecki Center for Excellence in Medical Education (CEME) Course Co-Facilitator

5. Getting to Know Our “Residents as Teachers” Participants

6. “Residents as Teachers” Program Educational Goals & Objectives Goal Provide and enhance the teaching skills of participants Objectives 1.Utilize adult learning theory to guide instruction 2.Provide excellent instruction in a variety of medical settings, including the inpatient service, clinic, OR, and classroom 3.Provide effective, timely, and actionable feedback 4.Seek & incorporate feedback to improve your own learning 5.Utilize teaching skills to enhance your own lifelong learning

7. Tonight’s Goals & Objectives Goal Provide an overview of the RAT course & adult learning Objectives 1.Describe the structure & requirements of the RAT curriculum 2.Appreciate how the Stanford University Faculty Development curriculum will be integrated into the RAT course 3.Understand the basics of adult learning as it applies to medical education

8. Curriculum Component #1: Stanford Clinical Teaching Curriculum 7 biweekly, small-group, interactive, 2-hour sessions Maintain the same small group throughout the 14 weeks Topics: 1.Learning Climate 2.Control of Session 3.Communicating Goals 4.Feedback 5.Evaluation 6.Promotion of Understanding & Retention 7.Promotion of Self-Directed Learning

9. Stanford-Trained Beaumont Faculty Dr. Michael Barnes Internal Medicine Dr. Francisco Dávila Internal Medicine Dr. Aimee Espinosa Internal Medicine Dr. Nick Maddens Internal Medicine Dr. Ovidiu Niculescu Internal Medicine Dr. Kathy Schlecht Anesthesiology Dr. Robert Starr Obstetrics / Gynecology

10. Curriculum Component #2: Large-Group Plenary Sessions Today’s Orientation + 5 monthly large-group sessions (January – May) Topics: Teaching Clinical Reasoning Preparing Effective Didactic Sessions Intimidation in Teaching Overcoming Common Mistakes in Teaching Developing an Academic Career

11. Attendance Criteria to Earn Certificate of Advanced Training in Medical Education Stanford Small-Group Sessions Attend all 7 sessions Can make-up 1-2 sessions, if needed, by: Attending a different group’s session that week Attending a make-up session in December Large-Group Plenary Sessions Attend today’s Orientation & all 5 sessions Can make-up 1-2 sessions, if needed, by: Reviewing videotapes, available on-line

12. Characteristics of Good & Bad Teaching

13. Adult Learning: Androgogy Previous Experiences Motivation  Engagement Immediate Applicability Active Learning

14. A Model for Education

15. A Model for Education GPS

16. Identifying the Destination Review the Goals & Objectives Determining Where We Are Now Learner Self-Assessment Faculty Assessment 360° Assessment

17. Assessing Needs of Individual Learners Based on Goals & Objectives Ask students what they already know Verify knowledge through Q&A

18. Promote Active Learning ! Try to adopt the habit of reading the same day that you see things.

19. Promote Active Learning ! After presenting H&P & lab results, never ask: “So, what would you like me to do?” Instead: “This is what I propose as the differential diagnosis & plan…”

20. Promote Active Learning ! However, in difficult situations, don’t try to “tough it out” alone

21. Promote a Balance Between Active Learning (“Expensive”) vs. Passive Learning (“Cheap”) Pay attention to your teammates’ presentations of their patients Examine interesting physical findings of other patients you hear about

22. Identify a Mentor Could be… …Program Director …Department Chair …Department Faculty Member …Faculty From Another Dept. …RAT Small-Group Facilitator …Task-Specific (e.g. Research)

23. Questions ?