Effective Teacher Series 2007-2008

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The Effective Teacher Series is a faculty development program provided for all faculty, fellows and residents, both pre-clinical and clinical, to enhance and improve teaching skills. The program consists of 14 seminars on practical teaching skills, taught by faculty members who have a track record of success in the classroom or clinical setting. Each seminar combines didactic instruction with discussion, and will be held from 12 noon - 1:00 p.m. in D1.602 on 1st and 3rd Tuesdays, beginning in September. Lunch is provided on an RSVP basis by contacting the ETS Administrator, and continuing education credit is available (please see below for CME details).

Program Director: Lynne Kirk, MD

DATES	2007 - 2008 TOPICS	SPEAKERS
Sept. 4	Teaching Learning Styles Learning Objectives: - The listener will identify differences between teachers and learners that can interfere with effective teaching - The listener will relate his/her own strengths and style to the demands of different teaching venues - The listener will reflect on his/her own mistakes and how they can lead to more effective teaching	Paul Mohl, M.D.
Sept. 18	Giving Feedback to Learners Learning Objectives: - Understand the difference between formative and summative feedback - Understand why feedback is important - Be able to provide feedback to learners more effectively	Lynne Kirk, M.D.
Oct. 2	Creating Learning Objectives Learning Objectives: - Define missions, goals and objectives - State the rationale for learning objectives - Describe the 3-part anatomy and 2-part cognitive levels of a learning objective - Given a learning objective, identify its strengths and weaknesses	James Wagner, M.D.
Oct. 16	Conducting an Effective Interview Learning Objectives: - Know how to use interviewing techniques to select the best candidate for a position - Know the legal "do's and don'ts" of interviewing - Know how to prepare for an interview	Bill Behrendt, Ph.D.
Nov. 6	Teaching Evidence-Based Medicine Learning Objectives: - Identify the 5 elements of the evidence cycle - Use them in the process of making a diagnosis - Use them to frame a clinical question - List local evidence-based resources - List resources for critical appraisal	Jennifer Cuthbert, M.D.
Dec. 4	Educator's Portfolio: Documenting Your Career Learning Objectives: - Discuss the purpose of the CV and Teaching Portfolio - Identify its content and value - Provide tools and resources to organize your own documents - Give you the opportunity to outline key sections of your Teaching Portfolio	Susan Cox, M.D.
Jan. 15	Fostering Professionalism Learning Objectives: - Review the fundamental principles of medical professionalism - Identify generational differences that may affect efforts to foster professionalism - Discuss methods used to foster professionalism across the span of medical educational experiences	Venetia (Nish) Orcutt, Ph.D., PA-C
Feb. 5	Challenges of Teaching LARGE Small Groups Learning Objectives: - Participants will be able to compare and contrast the advantages of large group learning/teaching experiences with those of small groups - Participants will understand the key concept of active learning - Participants will learn several techniques for increasing the effectiveness of large small group teaching opportunities	Gerald Casenave, Ph.D.
Feb. 19	Session Canceled
Mar. 4	Learners with Learning Problems Learning Objectives: - Learn how students with learning problems are identified at UT Southwestern - Identify learning problems experienced by our students - Learn what a faculty member should do when concerned about a student learner - Identify resources available to students with learning problems	Al Hesser, Ed.D Susanna Parker, M.D. Cheryl Silver, Ph.D.
Mar. 18	Thoughts on Mentoring Learning Objectives: - Identify the first Mentor - Understand purpose of a mentor for career progression - Develop personal guidelines for selecting a mentor	Charles Ginsburg, M.D.
Apr. 1	Assessing Competence in Procedural Skills Learning Objectives: - Describe Miller's Pyramid as it applies to procedural competence - List common approaches used for assessment at the resident level - Identify key features required to design Hierarchical Task Analysis tools - Differentiate features of assessment methods which produce valid data from other forms of directly observed assessment methods	Patty Hicks, M.D.
Apr. 15	Teaching Students to Think about Complexity and Subtlety: The Perils of Clinical Guidelines and Evidence B(i)ased Medicine Learning Objectives: - Discuss the challenges of teaching novice learners to get to the “next step” of expertise - Discuss common cognitive errors made by students, especially in dealing with complex or subtle patients or situations - Understand how evidence based medicine teaching can be misused by novice learners - Understand common mistakes and “thinking traps” learners make	Amit Shah, M.D.
May 6	Can We Teach Empathy? Learning Objectives: - Be able to define "empathy" and consider its place in medical care - Be able to discuss critically different methods aimed to enhance 'empathy' - reflect on the influences on your own empathic development	Adam Brenner, M.D.
May 20	Teaching and Assessing Cultural Competency	Allison Dobbie, M.D. Angela Mihalic, M.D.

Accreditation: The University of Texas Southwestern Medical Center at Dallas is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Credit Designation: The University of Texas Southwestern Medical Center at Dallas designates this educational activity for a maximum of one AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

Off-Label Uses: Because this course is meant to educate physicians with what is currently in use and what may be available in the future, there may be “off-label” use discussed in the presentation. Speakers have been requested to inform the audience when off-label use is discussed.

Disclosure: It is UT Southwestern’s policy that participants in CME activities should be made aware of any affiliation or financial interest that may affect the speaker’s presentations. Each speaker has completed and signed a conflict of interest statement. The faculty members’ relationships will be disclosed in the handout.