Online Modules
The following online modules are available for Faculty Development and CME credit. Please note: to access the modules listed below you will need to log-in using your FSU COM username and password.
Please Note: Mobile devices are not supported by the online modules.
If you are having trouble accessing the modules please contact your regional campus IT representative.
Required Modules:
Fundamentals of Teaching in the FSUCOM Clinical Education Program I (Live)
- Describe 3 features of the FSUCOM curriculum that you would include in a conversation with someone who was unfamiliar with the curriculum.
- Identify learning objectives you can help the FSUCOM student accomplish that are located in the syllabus specific to the required clerkship or elective rotation on which you teach.
- List the three characteristics/skills of effective clinical teachers that you feel are particularly/most important.
- List/describe one characteristic of effective teachers that you feel need to enhance and one characteristic/skill you feel is a strength at this time.
- Describe the wave model which is a teaching strategy designed to help make teaching in the ambulatory setting efficient.
- Describe how to provide an orientation at the beginning of a clerkship to a student arriving at your office or clinical setting.
- Describe the ARCH model for giving feedback to the student.
Fundamentals of Teaching in the FSUCOM Clinical Education Program II
- Summarize roles and responsibilities of the preceptor
- Articulate evidence-based strategies for creating a safe, supportive, and enjoyable learning environment for teaching medical students
- Formulate specific patient care and learning strategies
- Describe various teaching strategies
- Model professional attitudes, skills, behaviors and components of critical thinking
- Apply effective feedback and evaluation
Clinical Teaching Modules:
Integrating Learners Into Your Busy Practice: Tips, Tactics and Techniques
- State two new ideas for efficient teaching in a busy clinical setting.
- Recall one or two characteristics/skills of effective clinical teachers that you feel are particularly important.
- Describe essential components for orienting a student to your office or clinical setting.
- Explain the wave scheduling strategy in the ambulatory setting efficient.
- Name and describe the components of the 5-Microskills Model of Clinical Teaching.
- Describe how to use the ARCH model for giving feedback to the student.
Effective Teaching: How to Plan and Present
- List 3 criteria for assessing teaching effectiveness
- Describe 3 areas for enhancing teacher effectiveness
- Identify one example for improving course planning, motivating and promoting active engagement, and structure to enhance student learning.
- Describe one or more reasons research in the cognitive and learning sciences suggest that fundamental basic sciences learning is essential in medical education.
- State how fundamental basic science learning is "preparation for future learning".
- List one strategy faculty can help students understand and remember more of what is taught?
- Provide one explanation clinicians cannot recall using basic science knowledge in their practice.
Reducing the Potential for FSU CoM Student Mistreatment
- Outline expectations for specific behaviors that establish an appropriate learning environment and mitigate the risk of student mistreatment;
- Define and describe unprofessional behavior and student mistreatment;
- Provide specific reporting procedures for reporting and investigating incidents of student mistreatment in safe and effective manner.
- Define types of letters and their uses.
- Describe the importance of a Letter of Recommendation and why and when you should write one.
- List the steps in writing a Letter of Recommendation.
- Identify useful attributes and common pitfalls in constructing a Letter of Recommendation.
- Describe what feedback is and its purpose.
- Name and explain the components of the ARCH Feedback model.
- Describe effective metacognition and self-regulated learning strategies based on the ARCH model.
- Describe teaching situations that make use of the ARCH model.
- Use the ARCH model as a structure for providing feedback.
Competency-Based Assessment of Students in a Clinical Setting
- Items on the form
- Terminology associated with the form
- Importance of narrative comments to support milestones checked as observed and to give guidance to the student
Learning Theory Applied to Clinical Teaching
- Description of adult learning theory and the assumptions on which it is based
- Seven important principles of adult learning theory
- Implementing the seven principles
- Fostering self-assessment and reflection
- Learning theories (e.g. constructivism, reflective practice) explained
Effective Strategies for Giving Feedback
- Feedback contrasted with evaluation
- Purposes of feedback
- Characteristics of effective feedback
- Collaborative versus authority oriented approaches to feedback
- Promoting the FSU COM mission through feedback
- The ARCH feedback model
- Applying the ARCH model
Reflections on Feedback from Students
- Viewing your feedback from MedEd IQ
- Writing reflections based on feedback provided by students
- The Start, Stop, Continue Model: Writing and using reflections as a teaching enhancement strategy
Specialty Topics Modules:
Teaching Students to Treat Tobacco Dependency in Pregnant Women
- Demonstrate an understanding of the nature of tobacco dependency and the skills required to implement evidence-based cessation interventions.
- Teach students to treat tobacco dependency in pregnant women by using strategies that include modeling feedback.
- State the ACOG and CDC recommendations for treatment of tobacco dependency in pregnant women.
- Describe the effects of tobacco on mother, pregnancy, and infant.
- State the clinical practice guideline recommended clinical interventions (5A's and 5R's).
- Describe indications and limitations of use of pharmacotherapy in pregnant patients.
- Access resources specifically for pregnant patients.
Teaching Students about Other Tobacco Products
- Demonstrate an understanding of the nature of tobacco dependency and the skills required to implement evidence-based cessation interventions for users of other (non-cigarette) tobacco products.
- Teach students to treat tobacco dependency in users of other tobacco products by using teaching strategies that include modeling and feedback.
- Identify various forms, prevalence and trends of smoking and smokeless tobacco products.
- Recognize and explain why these alternate forms are not a safe substitute to cigarettes.
- Identify health problems associated with the use of smoking tobacco and smokeless tobacco use.
Teaching Students to Treat Obesity in Adolescents Using Behavioral Interventions
- Demonstrate an understanding of contributing factors to the obesity epidemic from a social-ecological perspective and the skills required to implement evidenced based behavioral interventions for adolescents with elevated BMIs.
- Teach students to treat adolescent obesity by using teaching strategies that include modeling and feedback.
- State two Institute for Clinical Systems Improvement recommendations to health providers for the assessment of patient motivation and readiness to change related to the management of obesity.
- State the clinical practice guideline recommended clinical interventions utilizing the Transtheoretical Model of behavior change.
- Access and use electronic and other resources specifically for adolescents with obesity.