Micro-Teaching In Medical Education

1.0 Continuing Education Credit Hour

1.0 AMA PRA Category 1 Credit(s)™

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.

Author

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.

 

Objectives

  1. Reflect on the impact of goal setting for improving focus of educational encounters.
  2. Define the level of medical learners using the RIME model.
  3. Recall the five steps of the One Minute Preceptor.
  4. Utilize Bloom's revised taxonomy to construct questions appropriate to the level of the medical learner.
  5. Structure micro-teaching encounters to incorporate more feedback to learners.

Online Module

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.

Continuing Medical Education Disclosure

Title 

 

Micro-Teaching In Medical Education

Description

This on-line enduring material module will discuss the following:

Micro-Teaching In Medical Education

Planning Committee

The following planning committee members have no relevant financial relationships with commercial interests to disclose:

John D. Mahan, MD

Heather Brod

Aubre Smith

Their educational unit does not have a financial interest or affiliation with an organization that may receive direct benefit from the subject of the proposed CME activity. Also, they will not be personally compensated for their role in the planning or execution of this proposed CME activity by an organization other than The Ohio State University

Author

Karyn L. Kassis, MD, MPH


Author/Speaker Disclosures

The following presenter for this educational activity discloses that she has no relevant relationships with commercial interests to disclose.  This educational lesson will not include discussion of unapproved or “off-label” usage of commercial products and/or services.

Karyn L. Kassis, MD, MPH

Objectives

As a result of this educational activity, on-line participants will be able to:

  1. Reflect on the impact of goal setting for improving focus of educational encounters.
  2. Define the level of medical learners using the RIME model.
  3. Recall the five steps of the One Minute Preceptor.
  4. Utilize Bloom's revised taxonomy to construct questions appropriate to the level of the medical learner.
  5. Structure micro-teaching encounters to incorporate more feedback to learners.


 

Accreditation Statement

The Ohio State University Center for Continuing Medical Education (CCME) is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians.

AMA Credit Designation Statement

The Ohio State University Center for Continuing Medical Education (CCME) designates this enduring material for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

Credit is only awarded after successful completion of post-test.