Outline of Monthly FACE Sessions

Note: There may be variation in the final sequence depending on results of the group self-assessment and the timing of regional/national meetings at which faculty/fellows may be presenting.

PDF icon2018-19 FACE Schedule.pdf

Introduction, Learning Climate: In this introductory session, we review plans for the year, with expectations and commitment of both FACE Program faculty and participants. Faculty/Fellows participate in a self-assessment of needs and desires related to enhancing their teaching skills. This information helps us prioritize the focus of the year’s session. We will then focus on the importance of the learning environment and identify strategies for creating an effective learning climate.

Clinical Teaching Models: Clinical teaching encompasses any teaching we do while caring for patients. In this session, we will introduce different clinical teaching models, including the one-minute preceptor/microskills of teaching.

Bedside and Team Teaching: This session focuses on teaching small groups in the classroom and inpatient setting and the inherent challenges involved. Specific skills to address include small group facilitation, involvement of varying levels of learners, and teaching at the bedside. Videotaped examples of ward rounds and paper cases are used as discussion triggers. Faculty/Fellows identify specific strategies to practice during ward teaching in the coming months.

Feedback: A key task of successful interaction with learners is providing effective and timely feedback. This session focuses on gathering data for providing feedback to learners, analysis of essentials of feedback to learners and appropriate content of feedback interactions. Examples of effective and ineffective feedback are explored and participants reflect on their own experience both receiving and giving feedback as a basis for improvement.

Evaluating Learners: This session focuses on the essentials of effectively evaluating learners. Differences between feedback and evaluation are emphasized. Using student evaluation forms and case examples, participants are challenged to identify approaches to evaluation that are data driven, fair, of value to the learners and comprehensive.

Teaching Clinical Reasoning: This session will focus on strategies and tools for teaching clinical reasoning and identify strategies to promote self-directed learning.

Interactive Lecturing:  This session focuses on developing effective lectures content and techniques that engage the learner and promote learning. Interactive lecturing techniques are explored and faculty/fellows apply these techniques to lecture topics of their choice. In addition, this session will focus on presentations to non-student audiences including grand rounds, national meetings, etc. In this session, participants practice and receive feedback on presentations for recent or upcoming meetings.

Review of Teaching Videos: In this session all participants’ video segments will be reviewed and provide the basis for broad discussion of teaching challenges and strategies.

Wrap-up: Participants will reflect on their learning during the program and participate in exercises to set goals for future teaching improvement.