Residents and Fellows as Medical Educators Elective

Academy of Medical Educators

This fantastic and extremely popular elective provides residents and fellows with a solid foundation for their careers as medical educators. The elective runs twice per year (May and December). Depending on the course of the pandemic, the December 2021 session may be all virtual or a hybrid. 

Director of Elective:  
Eric Young, MD 

Schedule

May 2022 Schedule

This elective covers four weeks – three weeks of classes combined with one week of vacation or other activities assigned by the participant’s training program.  

Enrollment

All GME Program Directors and Coordinators will receive an email invitation with the online application on September 1st 2021. We enroll 18 participants per session. We accept fully completed applications on a first-come, first-served basis. Slots are taken up quickly, so please do not delay in submitting an application. Each GME program is allotted a maximum of 3 participants per session. 
 
Please reach out to Erin McKay at SOM.Academy@cuanschutz.edu with any questions you might have. 


Residents and Fellows as Medical Educators Elective Overview

This elective will provide residents and fellows with the knowledge, attitudes and teaching skills necessary for an academic teaching physician.  The course has four components.  The first component is a series of workshops and lectures that introduce fundamentals of medical education. The second component is a project for trainees to develop and apply their teaching skills to an area of their choice (curriculum development, procedural teaching, etc.). The third component is a teaching practicum typically involving the medical student Basecamp course and practicing skills of small group facilitation. The fourth component is an Observed Structured Teaching Encounter (OSTE), where course participants will practice these skills with standardized learners at the Center for Advancing Professional Excellence (CAPE). The goals of the elective are… 

  • To develop specific, high-yield teaching skills 
  • To actively engage residents and fellows in medical education 
  • To promote campus-wide excellence in medical education 

I.  Workshops/Lectures: 

The workshops will be led by faculty who have experience in each topic.  The workshops are designed to be interactive and allow for practicing new skills.  Examples include: 

  • How Learning Styles Impact the Way You Teach and Learn 
  • Teaching at the Bedside 
  • Teaching Procedural Skills 
  • How to Identify a Struggling Learner 
  • Giving Effective Chalk Talks 
  • Teaching to a Large Group 
  • Giving Effective Feedback 
  • Your Future Career as a Medical Educator 
  • Developing Expertise 
  • Mentorship 
  • Curricular Development 
  • Diversity, Equity, and Inclusion for Medical Educators 

II.  Teaching Practicum: 

There are multiple opportunities for teaching practicum in the clinic and classroom setting.  Teaching practicum opportunities include, but are not limited to: 

  • Teaching medical students communication and physical exam skills 
  • Leading 3rd and 4th year medical student small groups 
  • Bedside rounding 
  • Giving morning report or a specialty specific conference 

III.  Project: 

Residents and fellows will design and implement a medical education project specific to their residency or fellowship program.  Trainees will identify a project prior to the start of the elective. The project will allow trainees to implement their skills in an area of interest.  Possible projects include: 

  • Designing and giving a conference or workshop on teaching skills for a specific specialty (i.e. teaching procedural skills, giving and receiving feedback, etc.) 
  • ​Developing a workshop for medical student interest groups (i.e., reading ECGs, airway management, central lines, neurologic exam, etc.) 

IV: OSTE 

Near the end of the rotation, an Observed Structured Teaching Encounter (OSTE) is offered, in which real life medical students portray standardized learners. The three station OSTE allows elective participants to practice various educational skills in a highly realistic, simulated, educational encounter. The purpose is not evaluative, but developmental: there is no grade for the OSTE, although there is feedback and reflection.