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.
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.
- 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:
- 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.
- 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.
- 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.
- 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.
- 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
- 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
- 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
- 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:
- 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.
- 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.
- 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.