Although most faculty teach in the clinical and/or classroom setting, we receive limited education regarding the science of learning. During this session, we will review the evidence behind what makes learning “stick” and provide practical examples of how to integrate these evidence-based learning principles into our teaching, whether it’s in the classroom or clinical setting.The Graduate Medical Education programs and Office of Faculty Development design and deliver up-to-date content in medica...

"Not enough time" is often cited as a barrier to teaching for both inpatient and outpatient-based faculty. This FAMER session will utilize breakout groups to highlight specific strategies for both inpatient and outpatient attendings to provide effective teaching, even when time is limited.The Graduate Medical Education programs and Office of Faculty Development design and deliver up-to-date content in medical education topics for practitioners working with residents. The aim of these sessions is...

In this recorded session, Heather Fox, MD FACP, explores the purposed of the In-Training Exam and reviews data regarding its correlation with the ABIM exam pass rate. Using an example case, participants will utilize the CHEC-In framework to identify common test taking problems for learners and identify strategies for ABIM exam success. They will also explore resources for ABIM preparation and demonstrate a practical framework for creating an effective ABIM study plan.Faculty Advancing Medical Ed...

What are best practices for educators to set the stage when working with new learners? This online session will help participants identify strategies to create a positive learning climate, set expectations, and generate  learner-centered education goals when working with new learners. The Graduate Medical Education programs and Office of Faculty Development design and deliver up-to-date content in medical education topics for practitioners working with residents. The aim of these sessions i...

Quality improvement (QI) and design thinking (DT) are methods for complex problem-solving that are often taught and practiced separately, with QI more commonly used in healthcare. In this session, Virginia Waldrop, MD shares how she and a colleague built an integrated "human-centered QI" curriculum for residents, drawing on Crowe and colleagues' 2022 framework for leveraging design in QI (BMJ Qual Saf). Participants will use journey mapping — a design thinking tool — to explore a shared workflow...

This faculty development workshop will utilize components of didactic, small group discussion, and review of sample evaluations to achieve the learning objectives.WSU Graduate Medical Education programs and the Office for Faculty Affairs and Continuing Professional Development design and deliver up-to-date content in medical education topics for practitioners working with residents. The aim of these sessions is to promote active learning and engagement, fostering a community of faculty as educat...

Feedback is essential to the development of medical trainees, as well as to the ongoing improvement of educators and medical education programs. Learners often perceive that they receive less feedback--and less USEFUL feedback--than educators believe they are giving. This FAMER (Faculty Advancing Medical Education in Residency) session is part 1 of a 2-part mini-series on feedback, focused on having effective feedback conversations. The eLearning version includes a recording of the live session ...

Health equity is inseparable from the clinical practice of medicine, but preceptors may find the breadth and depth of the topic difficult to approach in brief precepting interactions with learners. In this recorded live session, faculty will discuss frameworks and best practices for incorporating health equity pearls into clinical precepting in the inpatient and outpatient settings. By the end of the session, faculty will have developed a personal action plan to increase their comfort with teach...

In this recorded session, the presenters cover the considerations that programs and faculty should contemplate concerning residents prescribing controlled medications. It includes the different restrictions residency programs have utilized and an example of a tiered approach allowing residents more prescribing capabilities, while trying to protect the patient, resident, faculty, and program. Faculty Advancing Medical Education in Residency (FAMER) is a series developed by WSU Graduate Medical Ed...

There are many models for inpatient rounding and ambulatory precepting. Presenting in the presence of patients (PIPP) is one model of precepting that is done in the room with patients (and sometimes family) present. PIPP has many benefits for patients, trainees, and medical educators, including increased patient engagement, and increased frequency of direct observation of learners. This recorded session highlights some of these benefits, busts common myths about PIPP, and provides a framework fo...