As participant or facilitator in The Fred Bryans Master Teacher Program you and your cohort will progress through a longitudinal learning program that consists of four Modules that outline the knowledge, skills and behaviours needed to become an effective clinical teacher.
Goals:
- Enhance the teaching knowledge and skills of clinicians who teach learners (medical students and residents) in their clinical setting.
- Inspire and motivate clinicians to teach more effectively.
- Enhance relationships between the “academic” department and the broader community of clinical practitioners.
- Improve student learning in the community.
Curriculum:
After completing each module you will earn 3 MainPro-M1 and RC Section 1 credits and Dr. Bryans will document your cohort’s progression through the program
Module A: Time Saving Tips for Ambulatory Teachers
Learning Objectives:
- Identify the roles and characteristics of effective clinical teachers
- Identify the different roles physicians adopt when teaching learners (medical students and residents) in the clinical setting
- Discuss how learners learn in the clinical setting – the learning cycle
- Discuss strategies to prepare your office, your staff and your patients for a learner
- Obtain an educational history from a learner
- Develop an education plan for a learner
- Understand how to apply “task oriented teaching” to learners in the clinical setting
Module B: Teaching with Patients – The Art of Questioning
Learning Objectives:
- Define Clinical reasoning – diagnostic vs. therapeutic
- Identify the steps involved in diagnostic and therapeutic reasoning.
- Discuss the different types of questions clinician use (knowledge, application of knowledge and problem solving) and how these questions can be used to facilitate and assess clinical knowledge base, application of knowledge and or problem solving.
- Apply the “one minute preceptor” as a questioning technique.
Module C: Feedback and Assessment
Learning Objectives:
- Discuss the role of feedback in teaching and learning.
- Identify the characteristics and purposes of feedback versus evaluation.
- Discuss the barriers to providing feedback and evaluating learners.
- Apply one model, the OPEN model, for delivering feedback.
- Review the strengths and weaknesses of current evaluation tools that are used to assess ward performance.
Module D: Diagnosing a Learner with Performance Difficulties 
Learning Objectives
- Apply a framework for diagnosing poor clinical performance.
- Given a learner whose performance needs improvement; engage in an effective feedback discussion with the learner.
- Set up an educational plan for a learner
- Identify the steps in remediation and probation
Delivery:
The dynamic FBMTP curriculum ensures each cohort’s teaching and learning goals are met. All of our FBMTP Modules can be delivered through:
- face-to-face workshop
- webinar
- lunch n’ learn session
- online learning module
Our team will work with your cohort facilitator to plan and implement the delivery of each module to fit your cohort’s needs.