Attending physicians as preceptors bear a significant duty in assessing the clinical proficiencies of learners (resident and/or student) and offering each learner timely, valuable feedback to facilitate ongoing progress towards independence and excellence. Evaluations play a crucial role in evaluating performance and establish the structured avenue for providing feedback. This session will cover foundational elements of evaluation and feedback, how they fit within the ACGME framework, and establ...

Just because an educator teaches doesn’t mean that learners LEARNED. In medical education, true learning requires translation of conference room / hallway theory into real world practice. This FAMER session highlights adult learning theory - based teaching strategies that promote learner understanding and retention of new material. WSU Graduate Medical Education programs and the Office for Faculty Affairs and Continuing Professional Development design and deliver up-to-date content in medical ed...

Standardized and simulated patient encounters are among the most valuable learning experiences in medical education, providing students with opportunities to practice clinical, communication, and professional skills in a safe environment. To realize the full educational benefit of these encounters, facilitators must understand the purpose of the experience, actively engage learners in practice, and partner effectively with standardized patients as members of the educational team.This module expl...

Trauma-informed communication is a foundational clinical skill that helps patients feel safe, respected, and informed during a physical examination. While many faculty model trauma-informed practices in their own patient interactions, these behaviors are often left unspoken, making it difficult for students to recognize, learn, and consistently apply them. As a result, students may unintentionally use jargon, skip consent, fail to provide warnings before sensitive exam maneuvers, or create unnec...

The goal of medical education is not simply to help students acquire knowledge and skills, but to develop adaptive expertise: the ability to apply what they know in familiar situations while also responding effectively to new and complex challenges. Achieving this goal requires more than content delivery. It requires teaching approaches grounded in learning science and a clear understanding of how people learn.This module explores the Master Adaptive Learner framework and the educational princip...

Effective feedback does more than identify what a learner did. It helps uncover how they were thinking. When educators jump straight to conclusions or judgments, they may miss important information about a learner's reasoning, assumptions, or decision-making process.The Advocacy-Inquiry framework provides a structured approach for combining observations with curiosity. By clearly sharing what was observed and why it matters, while inviting learners to explain their perspective, educators can cre...

The Art and Practice of Medicine, known as APM, is the Elson S. Floyd College of Medicine's curriculum track for teaching clinical skills to medical students. APM facilitators play a critical role in creating a consistent, engaging, and supportive learning experience for students. Because facilitators bring diverse professional and teaching backgrounds to the role, expectations may vary from one small group to another. Without a shared understanding of the facilitator role, discussions can shift...

This microlearning introduces two powerful approaches to learning and coaching: single-loop learning and double-loop learning. While single-loop learning focuses on correcting actions to achieve a desired outcome, double-loop learning goes deeper by examining the assumptions, beliefs, and reasoning that drive those actions. Understanding when to use each approach can help educators move beyond simple correction and foster meaningful reflection and growth.Through practical teaching scenarios, par...

Professionalism is frequently cited as a core expectation in medical education, yet it is often interpreted differently by faculty, learners, and specialties. These differing perspectives can lead to inconsistent expectations, unclear feedback, and, at times, unintended bias and harm.This module explores a practical, behavior-based approach to professionalism that promotes fairness, clarity, and learner development. Participants will examine the distinction between professional identity and prof...

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...