Faculty Advancing Medical Education in Residency (FAMER) - 2025-26

In this recorded session, participants are introduced ambient listening technology and provided a simulated patient encounter to have them experience ambient listening technology in action.

Reflecting on this hands-on experience, it transitions to the implications of this technology on the resident ambulatory experience. The recording covers best practices for training learners, teaching the patient consent process, finalizing ambient listening-produced documentation, and considering obstacles and repercussions.

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Faculty Advancing Medical Education in Residency (FAMER) is a series developed by WSU Graduate Medical Education programs and the Office for Faculty Affairs and Continuing Professional Development. The program is designed to 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 educators, and improve the overall health of our patients and communities.

In this recorded session, participants learn a novel approach to debriefing critical events that commonly occur in the clinical environment, such as patient death, deterioration, and conflict with patients and families. Using example cases, participants review an evidence-based six-step framework for debriefing and practice addressing common debriefing challenges.

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Faculty Advancing Medical Education in Residency (FAMER) is a series developed by WSU Graduate Medical Education programs and the Office for Faculty Affairs and Continuing Professional Development. The program is designed to 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 educators, and improve the overall health of our patients and communities.

Standardized tests remain a common method intended to assess medical knowledge in health professions training. That said, there is plenty of evidence in the literature that many factors, in addition to pure medical knowledge, contribute to standardized test scores. When learners struggle with passing standardized tests, it can often be difficult to assess which of these factors are contributing. This recorded FAMER session introduces the self-regulated learning framework, as well as a test-taking micro-analytics tool that faculty can use to diagnose common "archetypes" for test-taking deficiencies and initiate coaching plans for each of the archetypes.

Faculty Advancing Medical Education in Residence (FAMER) is a WSU Graduate Medical Education and Office for Faculty Affairs and Continuing Professional Development collaboration to 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 educators, and improving the overall health of our patients and communities.

Delivery of high-quality feedback to learners is complicated but a necessary step in promoting growth and ensuring meeting of programmatic standards. While many articles and approaches to feedback are prominent in the medical education literature, one well-established approach outside of the medical world can be found in the book “Radical Candor” by Kim Scott.

In this session, we will review the four types of feedback described in the book with relevant examples from each, and demonstrate ways that caring personally and challenging directly can be optimally incorporated when delivering feedback.

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Faculty Advancing Medical Education in Residency (FAMER) is a series developed by WSU Graduate Medical Education programs and the Office for Faculty Affairs and Continuing Professional Development. The program is designed to 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 educators, and improve the overall health of our patients and communities.