Teaching and Assessing Clinical Skills

Welcome to Teaching and Assessing Clinical Skills, a seven-week course designed for clinicians and educators seeking to improve teaching effectiveness and learner assessment in clinical settings. You will explore evidence-based frameworks for feedback, orientation, assessment, and entrustment, with a focus on improving learner engagement and knowledge retention. This course emphasizes practical tools you can apply directly in your clinical teaching practice.
This abbreviated syllabus description was created with the help of AI tools and reviewed by staff. The full syllabus is available to those who enroll in the course.

Module 1: Providing Feedback

• Reading: Course Syllabus
• Reading: READ: Unit 1 - Providing Feedback
• Video: 01.00 - Unit 1 Introduction
• Reading: Help us learn more about you!
• Video: 01.01 - What is Feedback?
• Video: 01.02 - What is Important About Feedback?
• Video: 01.03 - What is Difficult About Feedback?
• Video: 01.04 - Pediatrics History-taking Feedback
• Video: 01.05 - Debrief of Pediatrics History-taking
• Video: 01.06 - RIME and ACGME
• Video: 01.07 - Providing Feedback
• Video: 01.08 - Debrief of Providing Feedback
• Video: 01.09 - Wrap-up - Video Discussion
• Video: 01.10 - How to Provide Feedback
• Video: 01.11 - Lumbar Puncture Procedure Roleplay
• Video: 01.12 - Debrief of Lumbar Puncture Video
• Video: 01.13 - Anesthesia Case Feedback
• Video: 01.14 - Debrief of Anesthesia Case Feedback
• Video: 01.15 - Wrap-up
• Graded Assignment: Feedback Improvement Plan
• Graded: Feedback Knowledge Test

Module 2: ORIENTing The Learner

• Reading: READ: Unit 2 - Orienting The Learner
• Video: 02.00 - Unit 2 Introduction
• Video: 02.01 - Orienting Your Learner
• Video: 02.02 - Orienting the Learner - Student Perception
• Video: 02.03 - Model for ORIENTing the Learner
• Video: 02.04 - Vignette: Orientation to Clinic 1
• Video: 02.05 - Debrief of Orientation 1
• Video: 02.06 - Vignette: Orientation to Clinic 2
• Video: 02.07 - Debrief of Orientation 2
• Graded Assignment: Orientation Improvement Plan
• Graded: ORIENT Knowledge Test

Module 3: Using the RIME Model

• Reading: READ: Unit 3 - Using the RIME Model
• Video: 03.00 - Unit 3 Introduction
• Video: 03.01 - What is RIME?
• Video: 03.02 - Patient With Abdominal Pain
• Video: 03.03 - Pediatric Case
• Video: 03.04 - Smoking Counseling
• Video: 03.05 - Chest Pain Case
• Video: 03.06 - Another Patient With Chest Pain
• Video: 03.07 - Young Woman With Chest Pain and Shortness of Breath Case
• Video: 03.08 - Patient With Hand Pain
• Video: 03.09 - How to Incorporate RIME in Your Practice
• Graded Assignment: RIME Action Plan (RIME)
• Graded: RIME Knowledge Test

Module 4: Entrustment and Autonomy

• Reading: READ: UNIT 4 - Entrustment and Autonomy
• Video: 04.00 - Unit 4 Introduction
• Video: 04.01 - What is Entrustment?
• Video: 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience
• Video: 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience
• Video: 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic
• Video: 04.05 - Faculty Factors Affecting Entrustment
• Video: 04.06 - Other Factors Affecting Entrustment
• Video: 04.07 - Entrustment in Vitro
• Video: 04.08 - Josh and Emily
• Video: 04.09 - Debrief of Josh and Emily
• Video: 04.10 - Joe and Morgan
• Video: 04.11 - Debrief of Joe and Morgan
• Video: 04.12 - Emily and Morgan Evaluating Patient with Chest Pain
• Video: 04.13 - Debrief of Chest pain - Emily and Morgen
• Video: 04.14 - Melissa and Emily and Pediatric Resuscitation
• Video: 04.15 - Debrief of Emily and Melissa
• Video: 04.16 - Bedside Rounds
• Video: 04.17 - Debrief of Bedside Rounds
• Video: 04.18 - Rounds 2
• Video: 04.19 - Ben and Team CPR
• Video: 04.20 - Debrief of Ben and Team CPR
• Video: 04.21 - How Do We Entrust?
• Video: 04.22 - Dr. Andy Oden
• Video: 04.23 - Dr. Meg Wolff
• Video: 04.24 - Dr. Michelle Caird
• Video: 04.25 - Tips to Entrustment
• Graded Assignment: Entrustment Improvement Plan
• Graded: Entrustment Knowledge Test

Module 5: THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING

• Reading: READ: Unit 5 - The BID Model for Clinical Teaching
• Video: 05.01 - Introduction - Teaching in the OR and Beyond
• Video: 05.02 - Briefing
• Video: 05.03 - Debriefing of Briefing
• Video: 05.04 - IntraOperative Teaching
• Video: 05.05 - Debrief of Procedure Placement of Staples
• Video: 05.06 - Procedure: Foley Placement
• Video: 05.07 - Debrief of Procedure: Foley Placement
• Video: 05.08 - Teaching a Student
• Video: 05.09 - Debrief of Teaching a Student
• Video: 05.10 - Orchiectomy Teaching
• Video: 05.11 - Debrief of Teaching Orchiectomy Teaching
• Video: 05.12 - Prostatectomy Teaching
• Video: 05.13 - Debrief of Teaching Prostatectomy Teaching
• Video: 05.14 - Debriefing
• Video: 05.15 - Debrief of Debriefing
• Video: 05.16 - Debriefing of Complication
• Video: 05.17 - Debrief of Debriefing of Operative Complication
• Video: 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee
• Video: 05.19 - Dr. Vesna Ivancic
• Video: 05.20 - Dr. Bakshi
• Video: 05.21 - Dr. Rebecca Hong
• Video: 05.22 - Caveats and Things to Remember
• Graded Assignment: BID Improvement Plan
• Graded: BID Knowledge Test

Module 6: How to Effectively Incorporate Evidence-Based Medicine Teaching into the Clinical Environment

• Reading: How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
• Video: 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching
• Video: 06.01 - Introduction: What is Evidence Based Medicine?
• Discussion Prompt: Describe the characteristics that made this a high yield learning experience.
• Video: 06.02 - Adult Learning and Overview
• Video: 06.03 - How to form a PICO question
• Video: 06.04 - Forming a Question with a Resident
• Video: 06.05 - Resident Searching the Literature
• Video: 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question
• Video: 06.07 - Forming a question and searching the literature with a student
• Discussion Prompt: What was done well in each session of engaging the learner to formulate a good question?
• Video: 06.08 - Debrief of student outpatient EBM teaching - forming a question
• Discussion Prompt: What is your action plan to help learner formulate a question?
• Video: 06.09 - Appraising the Literature
• Video: 06.10 - Resident Appraising the Literature
• Video: 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature
• Video: 06.12 - Student appraising the literature
• Discussion Prompt: What was done well in each session of appraising the literature?
• Video: 06.13 - Debrief of student outpatient EBM teaching - appraising the literature
• Discussion Prompt: What is your action plan to help learner to Appraise and Review the Literature?
• Video: 06.14 - Implementation and apply the evidence
• Video: 06.15 - Faculty tips for how to use EBM in the inpatient setting
• Video: 06.16 - Faculty tips for how to use EBM in the outpatient setting
• Discussion Prompt: Think about your setting. How will you incorporate the evidence into your practice?
• Video: 06.17 - Putting It All Together
• Discussion Prompt: Think about your setting. Putting it all together, how will you teach evidence based medicine?
• Graded Assignment: EBM Improvement Plan
• Graded: EBM Knowledge Test

Module 7: Integration & Summation

• Reading: READ: Integration & Culmination
• Reading: Post-course Survey
• Reading: Keep Learning with Michigan Online!
• Graded: Integration Exam

Learners are assessed through knowledge tests and a final integration exam. Practice assignments and discussion prompts support learning but do not count toward the final grade. To pass the course, learners must complete all required graded assessments. There are six assessments, each worth 14% of your final grade, and a final exam worth 16% of your final grade.