Results 171 - 180 of 211
1-10 minutes | Education Leadership, Feedback and Supervision, Mentorship
In this short video, Dr. Sharonne Hayes and Dr. Cheryll Albold discuss tips on what to do when a patient refuses care from a provider due to race, ethnicity, religion, or other personal characteristics.
1-10 minutes | Teaching
This informative video highlights how to use teaching scripts when teaching diagnostic reasoning to learners.
1-10 minutes | Teaching
Dr. Starr provides a five-step framework for teaching high-value care in the learning environment.
1-10 minutes | Teaching
Dr. Stacey Rizza, shares a strategy she has recently incorporated after reading an Academic Medicine Last Page article published by Wang and Kogan from the University of Pennsylvania, to teach in aliquots based on your allotted amount of time.
1-10 minutes | Feedback and Supervision, Teaching
As faculty, we have an important role to play in teaching our learners how to identify and report all patient safety events—not just those that cause patient harm, but also near misses. Drs Griffeth and Mabry share 5 crucial patient safety practices specific to our roles as educators in this Take 5
1-10 minutes | Teaching
Dr. Timothy Curry shares tips for teaching procedural skills in a learner-centered, patient-focused, safe, and effective way.
1-10 minutes | Teaching
In this five minute video, John Bundrick, M.D. discusses practical steps and evidence based practices for teaching physical exam skills.
1-10 minutes | Mentorship, Teaching
In the video, Dr. Scanlon discusses the importance of active listening and storytelling skills in effective healthcare communication between the physician and patient, but especially among providers in the case hand-off.
1-10 minutes | Teaching
Dr. Mary Hedges shares what the data shows, and what she knows to be true about the value of teaching in medical education.
1-10 minutes | Teaching
Harrison Lang, M.D., and Sarah Anderson, M.D., share a practical, learner-centered approach for teaching in real time—especially when educators are still learning themselves. The framework encourages educators to be present, reflective, and responsive during teaching moments by breaking instruction
