The Office of Faculty Development is pleased to offer an e-learning module for MEET supervisors. The purpose of this emodule is to provide an overview of MEET for both teachers and students.
The learning objectives of the emodule are:
1. to describe the goals and structure of MEET
2. to differentiate between and reflect on the integration of therapeutic and diagnostic interview skills
3. to consider your goals for participation in MEET
Click link to go to E-learning module:
This emodule will take about 30 minutes to complete.
We continue to make upgrades and improvements to this E-module. If you have previously opened the e-module or if you have difficulty with loading pages, you may need to refresh your browser. Click here to see a website with instructions on refreshing browsers: http://www.wikihow.com/Force-Refresh-in-Your-Internet-Browser
There is growing literature in medical education that suggests that reflection improves learning and performance in essential competencies.
This introduction to Portfolio provides an overview of reflective practice and portfolio content.
This primer provides an overview of the two ways assessment of student professionalism takes place:
(1) through competency-based professionalism assessment using the same form across the four years of the MD Program curriculum; and
(2) through the use of critical incident reports
In this presentation you will learn about the Clinical Skills curriculum in years 1 & 2 of the MD Program and the basics of being a Clinical Skills tutor.
By the end of this video, you will be able to:
1. Describe the Clinical Skills teaching paradigm in the Foundations Curriculum.
2. Explain what your role is as a Clinical Skills tutor.
3. Explain what the student's role is in Clinical Skill sessions.
4. Explain where a Clinical Skills tutor can find resources to help prepare for the teaching session (content and teaching techniques).
This education video is an update on Clinical Skills in the Foundations Curriculum aimed at returning tutors as well as new tutors.
At the end of this video, you should be able to:
1. Describe the major changes that will take place in Clinical Skills year 1 and 2
2. Explain how these changes will impact your specific Clinical Skills teaching role.
This guidebook supports CBSL supervisors.
The CBSL supervisor has an important role in the HC curriculum as a co-educator. By sharing your expertise and involving students in your work, you provide a key opportunity for helping to ensure that the next generation of physicians graduate from medical school with a robust understanding of community and a true appreciation for the lives that others lead.
Course Directors have access to: teacher and course evaluations data as needed through MedSIS executive reports. Available live.
Component Directors have access to: teacher and course evaluations data as needed through MedSIS executi ve reports. Available live.
Academy Directors have access to: preliminary tutor scores data, including a set of MedSIS academy based teaching reports. Available live.
Additionally, validated evaluations report produced by Office of Evaluations (including all teachers in their academies with a thorough validation process by Office of evaluations) are sent by email. This is available in the fall for the previous year.
Also, teachers have acess to published reports provided students have completed more than three teacher evaluations in MedSIS. This is available 3 months afater the course has ended. If teachers would like to have acess to this information earlier, they should contact the Course Director.
Chairs/Division Heads/Clinical Chiefs have acess to: department/site specific reports.
If you need more inormation or clarification, please email email@example.com .