Courses & Workshops
Clinician Educator Pathway
This program is designed to introduce clinical educators to fundamental concepts in education. This pathway is designed to enhance participants’ versatility as teachers, enhance their ability to analyze clinical teaching using an educational framework and provide a forum for collegial exchange. In addition, participants will learn principles, guidelines, and behavioral alternatives that teachers can use to improve their teaching effectiveness.
Two Days Intensive Workshop
Monthly Group Coaching/Development Session
Monthly Mentor Check-In
Independent Study/Capstone Project
Applications open in December 9, 2022.
Clinician Educator Pathway Class 2022
Tamitria Collins, MSN, RN, ACM, C-MHFA
Mary Labajo, MSN, WHNP-BC, RNC-MNN
Sarah Hoopes, MD
Lara Nabbout, MD
Cherryann Burford, BSN, RN, CVRN-I
Natalie Zuniga, M.S.
William Musick, PharmD, BCIDP
Salil Kumar, MD
Albina Heidebrecht, Doctor of Physical Therapy
Trevor M. Burt, M.S., Ed.D.
Vice President, Education Administration
Our most requested courses
Curriculum Development 101: Laying the Foundation for Systematically Designing Educational Programs
Curriculum development allows educators to take a thoughtful and methodical approach to determine what learners will be required to learn. The curriculum development process systematically organizes what will be taught, who will be taught, and how it will be taught. In this session, we will present an overview of the nuts and bolts of curriculum development, as well as a brief overview of common instructional design models.
Curriculum Development 102: Mapping out the Process of Systematically Designing Educational Programs
This workshop builds on Curriculum Development 101 by walking participants through the curriculum design process from start to finish. We break down each component and explain why it matters and how each piece relates to the larger whole. Participants will leave with a curriculum design template they can use as a guide for creating educationally sound workshops and programs on their own.
Psychological Safety: Fostering a Safe Environment for Learner Growth and Development
Psychological safety has been a topic of considerable interest in a variety of fields, including healthcare, over the past two decades. Evidence from empirical studies supports the idea that psychological safety matters greatly in the clinical working environment.
How to Write a Research Question
In the first half of this 1-hour course you will learn how about research, what qualifies as human subjects research, and the steps you need to take before you start any research project. The second half of this course will focus on how to write an effective research question for both quantitative and qualitative studies and include a chance to apply what you learned and practice writing your own research question.
Teaching at the bedside with live patients in real time can be a powerful learning experience but fast-paced clinical settings, time constraints, and lack of confidence can be a deterrent to using this methodology for some educators. Current research shows that educating healthcare providers about the importance of bedside teaching and providing them with practical essentials would foster effective bedside teaching and promote a conducive learning climate. This workshop, taught in tandem with a clinical educator and a curriculum developer, will highlight techniques to create a positive, effective learning experience and offer insights from senior clinical educators about how they implement these techniques in their setting. Participants will have the opportunity to discuss their own bedside teaching successes and struggles and collaborate with the session leaders on how to enhance their teaching practice
Evaluation in health professions education is essential. At one time or another, nearly all educators will need to evaluate an educational program to determine its merit or worth. Program evaluation is a data-driven strategy to aide decision-makers in determining the most appropriate outcome for programs within their purview. The purpose of this session is to introduce health professions educators to the theoretical bases for common program evaluation approaches so that they can make informed evaluation choices and help them become more effective evaluators
Intro to Andragogy
Adults do not learn the same way children do. Unfortunately, many medical educators instruct their learners as if they were still in grade school. Developing educational programs in clinical learning environments that are not adapted to adult learning can lead to a lack of learner engagement. The purpose of this session is to explain the definition and origins of adult learning theory, provide a general overview of learning in adulthood, describe how to facilitate adult learning, and characteristics of adult learners.
Effective and Theory Driven Teaching Strategies
A working knowledge and understanding of learning theory from multiple perspectives provides medical educators with different teaching strategies that can be retrieved from their educational “toolboxes", depending on the specific learning outcomes that are desired. Learning theory frameworks help inform teaching practice by providing a rational basis for the selection of specific instructional strategies and facilitating the implementation of evaluation strategies that are well-aligned with curricular goals. The proliferation of experiment-based classroom studies provides empirical evidence that allows educators to choose effective teaching techniques in an evidence-based manner to foster effective and durable learning
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