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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
Module II Practice-based learning & improvement Resources |
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| Facilitating learning |
“Pedagogical content knowledge is different from knowledge of general teaching methods. Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments they give students, the assessments they use to gauge students’ progress, and the questions they ask. In short, their knowledge of the discipline and their knowledge of pedagogy interact.”* Facilitating the learning of students and other health care personnel is a key concept of practice-based learning and improvement. Effective teaching requires skills that are often not taught in medical school or residency. Some think that great teachers are born, not made. However, just as the components and characteristics of effective clinical care can be delineated, taught, and assessed, so can the characteristics and components of effective teaching. The resources included in this module were selected to provide training programs with materials and tools that may be useful in helping trainees become effective at facilitating the learning of students and other health care personnel. *National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. p. 155. |
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| Center for Instructional Support | The Center for Instructional Support is, “devoted to helping enhance the quality of, and humanize the process of, communication and learning in health professions education and health care.” This site contains a wealth of resources for use in teaching and learning skills for clinical teaching, small group teaching, curriculum development, and giving feedback. These resources include annotated bibliographies, checklists, and links to other sites focused on teaching and learning in medicine. The checklists, in particular, can be used to document activity related to this domain of the practice-based learning and improvement competency. |
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| Residents’ Teaching Skills Website | The University of California, Irvine College of Medicine provides the Residents’ Teaching Skills Website. This site contains extensive resources including: • a teaching skills inventory that helps learners identify their teaching style • a bibliography on house staff teaching skills • video clips of teaching situations with reflection • information on microskills for clinical teaching • the opportunity to participate in a resident as teacher threaded discussion |
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| The Clinical Teaching Handbook | The Ohio State university College of Medicine and Public Health has produced the Clinical Teaching Handbook. This pocket-sized reference includes information on general medical teaching, general and specific clinical teaching, and assessment of clinical teaching. It is available from William (Andy) Hudson, Associate Director of Medical Education. |
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| Becoming an Effective Preceptor | Becoming an Effective Preceptor is a module designed by Texas Tech University Health Sciences Center at Amarillo. While designed primarily for pharmacists, the information contained in this module is generalizable across the health professions. |
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| Mentoring and Coaching | Although titled, Corporate Learning Strategies, this monograph on Mentoring and Coaching is an practical resource for understanding these roles. By simply substituting the word ‘learner’ for ‘employee,’ this information is generalizable to health professional education. |
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| Return to Table of Contents | ||
| Return to Practice-based learning & improvement Overview | ||
| Return to Practice-based learning & improvement Assessments | ||
| Return to Practice-based learning & improvement Resources | ||
| Move forward to Practice-based learning & improvement Additional resources | ||
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©Copyright 2002 American Academy of Allergy, Asthma,& Immunology All Rights Reserved
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