Teaching Students in the Ambulatory Setting I: Getting Started
This module is not available for AMA PRA Category 1 Credits™
Category: Clinical Teaching - Ambulatory
Community-based faculty physicians make an important commitment to medical students. Without them, medical schools could not offer diverse and authentic educational experiences. Busy teaching physicians in the community often request help with time efficiency and specific teaching strategies. This module addresses curriculum goals, time management tips, student feedback strategies, terminology/acronyms from the student curriculum, and much more.
Cynthia Ledford, M.D.
Dr. Ledford is dual certified in Internal Medicine and in Pediatrics and is a Stanford Faculty Development Program in Clinical Teaching trained facilitator. She served the College of Medicine in roles of Clerkship Director of Internal Medicine and Assistant Dean for Evaluation and Assessment. Dr. Ledford is currently the Associate Dean of Undergraduate Clinical Education at Oakland University William Beaumont School of Medicine.
- Appreciate the unique value one's practice brings to a student's education.
- Describe typical skills of a student at early, intermediate, and advanced clinical levels of competence.
- Name three strategies to increase time efficiency when teaching in the ambulatory setting.
- Develop a plan for orienting new students to the practice.
- Describe how to 'activate' a learner.
- Identify and describe how to tailor learning objectives for a specific student.
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.