Micro-Teaching In Medical Education
This module is not available for AMA PRA Category 1 Credits™
Category: Education Fundamentals
Micro-teaching skills are critical to quality teaching at the bedside. Using a few simple strategies, you can design your teaching encounters to have maximum impact in a minimal amount of time. After completing this module, you will better understand how to set goals with your medical learner, incorporate simple questions to more accurately diagnose your learners, and lay the foundation for giving effective feedback, all in a time efficient manner.
Karyn L. Kassis, MD, MPH
Dr. Kassis graduated with honors from the University of Pittsburgh School of Medicine with a dual degree in Medicine and Public Health in 1999. She completed her internship and residency in general pediatrics at The Johns Hopkins Hospital in 2002. After completing residency she worked as an attending physician in a community pediatric emergency department in Baltimore for five years before joining the faculty at Baylor College of Medicine. At Baylor, Dr. Kassis recognized her passion for teaching and participated in a two year Educational Scholars Fellowship Program and became engaged in teaching medical students and residents. In 2009, she joined The Ohio State University College of Medicine Faculty as an attending physician in the Department of Pediatrics, section of Pediatric Emergency Medicine. In addition to her clinical role, she currently serves as the co-director of resident education for the section of Pediatric Emergency Medicine, and as the Director of the Office of Faculty Development for the Department of Pediatrics. She frequently lectures on microteaching techniques, as well as practicing them in her clinical setting. Her research interests include communication strategies in medical education, mentorship and faculty development initiatives.
- Reflect on the impact of goal setting for improving focus of educational encounters.
- Define the level of medical learners using the RIME model.
- Recall the five steps of the One Minute Preceptor.
- Utilize Bloom's revised taxonomy to construct questions appropriate to the level of the medical learner.
- Structure micro-teaching encounters to incorporate more feedback to learners.
When completing the on-line module you will be presented with learning objectives, brief cases, questions for reflection (not scored), and interactive lessons with hyperlinks to engage you along the way. Once you complete the lessons, you will be presented with the Module Evaluation and then the Post Test (which requires a score of 70%), followed by the opportunity to print your Continuing Education Certificate. Modules remain available for your future reference once you have completed them.