Goal: For infectious disease fellows to develop a set of skills in medical education which allows them to demonstrate an understanding of key principles of effective teaching and how to apply this knowledge to direct teaching experiences
Objectives:
1. Demonstrate understanding of adult learning theory and how it can be applied to medical education by:
a. Participation in the Mastering Medical Teaching Cohort or SHAPES via the Teaching and Mentoring Academy
b. Completion of reading/listening on diverse topics in medical education (as outlined below) with discussion and/or written reflection on a topic of choice
2. Apply principles of adult learning theory through direct teaching experience (at least one from each category) with direct observed feedback:
a. Leading small group teaching (examples below):
i. Case conference moderation (at least 3 sessions with direct observer feedback)
ii. Moderation of small group teaching activity (example: microbiology curriculum)
iii. Journal Club (ID or other)
b. Giving a didactic lecture or talk (examples below):
i. Lecture for Advanced Physician Practitioner (APP) class
ii. ID lecture series
iii. Grand Rounds (ID or other)
c. Teaching during patient care duties/service
i. Chalk talk for rotating medical students or residents
3. Create (and if applicable, apply) a tool using medium of choice to enhance learner understanding of a topic within the field of infectious diseases in a more simplified manner
a. Examples include, but not limited to:
i. Infographic, “tweetorial”
ii. Podcast participation and/or creation
iii. Video series or written primer for learners (medical students, residents, fellows, etc)
iv. Order set or guideline development
v. Develop questions for the ID Fellows Cup
4. Publish and/or present scholarly output on a longitudinal project (requirement fulfilled if participating in SHAPES). Venues for presentation include the Stanford Innovations in Medical Education Conference (SIMEC) and the ID Annual Research Day as well as regional or national meetings. Projects may include, but not limited to:
a. Curriculum development
b. Needs assessment
c. Research in medical education
Resources:
· Sign up to be part of IDSA Medical Education Community
· ID Week Workshops
· Explore the Medical Education Toolkit: https://idsame.notion.site/Medical-Education-Toolkit-86e10fc9854445fcb08c596ed0d6e95c#27e7315be83b4e58a464c8e7c7a9bfe3
Mastering Medical Teaching: Once a month short lecture series and small group surrounding topics below:
1. Learning climate
2. Control of session
3. Communication of goals
4. Promoting Understanding and Retention
5. Evaluation
6. Feedback how to give feedback
7. Promoting self-directed learning
Elements of curriculum design and development
- Kern model
- Problem identification
- Targeted needs assessment
- Create goals and objective
- Choose educational strategies
- Implementation
- Evaluation
Required Learning Material (from the IDSA Medical Education Toolkit):
I. Topic: Adult Learning Theory, overview
i. Reading: Tylor D and Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561-72. https://pubmed.ncbi.nlm.nih.gov/24004029/
II. Topic: Teaching Clinical Reasoning via two models (One-Minute Preceptor and SNAPPS Models)
i. Reading: Pascoe et al Maximizing Teaching on the Wards: Review and Application of the One-Minute Preceptor and SNAPPS Models
ii. Reading: (can focus on OMP and SNAPPS only) Chinai S, Guth T, et al. Taking advantage of the teachable moment: a review of learner-centered clinical teaching models. West J Emerg Med. 2018;19(1):28-34. https://pubmed.ncbi.nlm.nih.gov/29383053/
iii. Additional resource: https://www.gvsu.edu/cms4/asset/E6494549-9D1E-60EB-2FAF608662526253/the_one_minute_preceptor.pdf
III. Topic: Assessment of clinical reasoning:
i. Videos: Society to Improve Diagnosis in Medicine: https://www.improvediagnosis.org/art/
ii. Listen (podcast): https://febrilepodcast.com/67-braintraining/
IV. Topic: How to give an effective lecture
i. Reading: Pitt M and Orlander J. Bringing mini-chalk talks to the bedside to enhance clinical teaching. Med Educ Online. 2017;22(1):1264120. https://pubmed.ncbi.nlm.nih.gov/28178911/
ii. Reading: Wolff M, Wagner M, et al. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93. https://pubmed.ncbi.nlm.nih.gov/25440868/
iii. Reading: Moffett J. Twelve tips for "flipping" the classroom. Med Teach. 2015;37(4):331-6. https://pubmed.ncbi.nlm.nih.gov/25154646/
iv. Reading: Cooper A and Richards J. Lectures for Adult Learners: Breaking Old Habits in Graduate Medical Education. Am J Med. 2017;130(3):376-81. https://pubmed.ncbi.nlm.nih.gov/27908794/
v. Video: https://www.youtube.com/watch?v=IuAvu090uSU
V. Topic: Feedback
i. Listen (podcast): https://thecurbsiders.com/podcast/233
ii. Reading: Feedback Can Be Less Stressful: Medical Trainee Perceptions of Using the Prepare to ADAPT Framework: PMID: 30906679
VI. Topic: Curriculum development
i. Kern model, video series: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10454
Concentration Director: Natalie Medvedeva