Delivery of high-quality feedback to learners is complicated but a necessary step in promoting growth and ensuring meeting 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 recorded eLearning session, we will review the four types of feedback described in the book with relevant examples from each, and dem...

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-takin...

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. ____________________________________________________________________Faculty Advancing Medical Education in Residency (FAMER) is a se...

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...

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 educators, and improving the overall health of our patients and communities.

Creating a successful teaching intervention - be it a one-time teaching session, teaching in the clinical setting, or creating an entire curriculum - requires intentional planning. This recorded FAMER session highlights strategies on how to approach designing a teaching intervention, taking into account the outcomes that the teacher wants to achieve, the learners, and the various ways of delivering teaching content.Faculty Advancing Medical Education in Residency (FAMER) is a series developed by...

Graduate Medical Education programs are required by governing bodies like ACGME to involve trainees in research or scholarship. Discovery and dissemination of new knowledge is foundational to the advancement of the medical field. WSU and Providence is sponsoring our second annual Research Symposium as a venue for residents to disseminate their scholarly work. This plenary session is aimed to inspire junior trainees, as well as faculty and physicians, to engage in scholarly activity in the future...

Mentoring residents in longitudinal projects such as quality improvement or medical education projects can be difficult given the multiple competing demands of residency training. Common challenges in managing these projects include jumping to solutions before adequately understanding the problem, selecting an adequately narrow project scope, managing the project over time while retaining momentum, and engaging residents with varying degrees of interest and commitment. This FAMER session will in...

This session will review the process of coaching and how it is utilized at WSU-IM. It will provide a basic framework for how to approach a coaching session and review common issues learners struggle with in addition to more challenging issues related to insight and professionalism.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 reside...

According to the American Board of Internal Medicine, 8-15% of residents have areas of significant difficulty requiring remediation. Getting an accurate “diagnosis” of why a learner is not meeting expectations is the first step to helping them improve. Diagnosing the learner in need can be challenging in that individuals often have deficits in more than one competency. Additionally, residents with different competency deficits can sometimes present with a similar set of observable behaviors (ex:...