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.
Once completed, Teacher Evaluation Scores (TES) reports to individual teachers are released through MedSIS. TES are reviewed for appropriateness before release. The most appropriate person to conduct this review is the Director responsible for the relevant portion of the teaching being evaluated.
Considering the distinction between Course and Component Directors, the process should follow these steps:
- Course Director (i.e. lectures –including theme lectures-, anatomy, CBL) or Component Directors (i.e. ICE, Portfolio) review and deselect inappropriate comments in MedSIS. The students have 60 days to complete evaluations after they have been sent out. We recommend the review of the data occurs as soon after this deadline as possible.
- Course Director approves/publishes the data for all content in MedSIS. Course Directors are to approve and publish TES within 4 weeks of the completion of the TES (after 60 day deadline). The Course Directors communicates with the Component Directors and/or theme leads to ensure that all assigned data reviews have been completed before approving and publishing TES.
- Course or Component Director sends email to all teachers to let them know their evaluations are ready to viewed in MedSIS
For questions about the process or further MedSIS instructions please contact email@example.com .
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 firstname.lastname@example.org .
As physician teachers, it is often challenging to maintain an appropriate balance between our dual roles as teachers/assessors and clinician. In an effort to assist students, especially students in distress or need, we sometimes find ourselves in difficult situations, when we slip into our clinical role, and student privacy and confidentiality, can be inadvertently compromised. This guideline is intended to help physician teachers navigate these potential challenging situations, maintain appropriate boundaries, while continuing to provide meaningful support to students.
The CBSL Advocacy Initiative is an assignment which requires the students who are placed at your organization to work with you to:
- Identify an issue or challenge that impacts your work and/or the populations/communities you serve
- Develop a stronger understanding of that issue or challenge
- Create a plan to advocate for change
The intention of this assignment is for students to better understand how physicians can make a difference by supporting the people they serve in key ways.
Cognitive Integration involves looking at basic and clinical sciences in an integrated AND causal way. This document outlines a series of steps a learner or a teacher may wish to follow during their preparation to think about how to discuss or facilitate a cognitive integration questions in Case-based learning (CBL) sessions.