The aim of this curriculum is to provide a longitudinal, practical, and interactive coach training curriculum for faculty with no prior coaching experience.
By the end of this lecture, learners should be able to, 1) Define dual process theory, 2) identify common cognitive biases, 3) recognize high-risk situations for cognitive errors, and 3) discuss debiasing strategies and integrate one strategy into your workflow.
By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.
By the end of this session, the learner will be able to: 1) Self-identify with a primary enneagram personality type. 2) List the fears, desires, and motivations of the enneagram type. 3) Describe struggles in interacting with other disparate enneagram types. 4) Discuss strategies for success in facing conflict and interacting with other team members.
Our goal is to prepare community-based EM attendings to be outstanding educators to future residents by augmenting their knowledge of current educational practice and adult learning theory, literature review, and biostatistics.
ABSTRACT: Audience: This content is intended for emergency medicine faculty. Introduction: Faculty at our institution noted that it can be […]
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.
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.
