Best Practices in Clinical Teaching: a Panel Presentation
Clinical settings offer rich environments for teaching opportunities. Evidence-based teaching methods and instructional strategies provide value to the educational experience and improve teaching and learning for the preceptor and student and ultimately, patient care outcomes.
This CME activity uses a panel of clinical teaching experts to present discussion topics on precepting in a busy practice, promoting student learning, and the art of precepting to improve teaching and learning at rotation sites in consideration of practice time constraints.
This educational activity is presented in an online, on demand, recorded panel presentation format.
There are no prerequisites for this course.
Target Audience: Third- and fourth-year LMU-DCOM clinical adjunct faculty.
1. Precepting in a busy practice
2. Promoting Student Learning
3. The Art of Precepting
Review Date: February 23, 2013
Release Date: August 1, 2014
Expiration Date August 1, 2018
Revised Date: August 1, 2017
Expiration Date: August 1, 2019
The post-test consist of two reflective questions which assess learning at a higher level beyond knowledge gain. There are no right or wrong answers. Rather the goal is to promote critical exploration of understanding and meaning through active learning. Once the assessment activity is completed, participants will be able to download a certificate with credit.
Irby, D. M. (1994). What clinical teachers in medicine need to know. Academic Medicine, 69(5), 333-342.
Irby, D. M., Ramsey, P. G., Gillmore, G. M., & Schaad, D. (1991). Characteristics of effective clinical teachers of ambulatory care medicine. Academic Medicine, 66(1), 54-55.
Kreber, C. (2002). Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching. Innovative Higher Education, 27(1), 5-23.
McLeod, P. J., Steinert, Y., Meagher, T., & McLeod, A. (2003). The ABCs of pedagogy for clinical teachers. Medical Education, 37(7), 638-644.
LMU-DCOM third and fourth year clinical adjunct faculty (preceptors) and other health care professionals in a clinical teaching role.
At the end of the session, participants will be able to:
- Better integrate the teaching of medical students into busy clinical practice settings.
- Apply new best practices and approaches to their clinical teaching environments.
- Better articulate LMU-DCOM learning expectations in clinical teaching at the practice site
- Self-reflect on the personal and career value of clinical teaching in their practice settings.
Competency: Practice-Based Learning and Improvement
Application: Clinical teachers should be able to demonstrate the integration of teaching and learning into a busy practice environment.
Competency: Practice-Based Learning and Improvement
Application: Clinical teachers should be able to demonstrate evidence-based methodology to enhance student success and ultimately improve patient care.
Competency: Interpersonal and Communication Skills
Application: Faculty development activity should address educational goals, communicating objectives, and learning expectations to students.
Application: Clinical teachers have a professional responsibility to recognize the context, meaning and implications to promote their personal growth.
Maurice Nida, DO (DME, Wellmont Health Systems, Norton, VA)
Sigrid Johnson, MD (Sweetwater Family Medicine, Sweetwater, TN)
Kevin Purgiel, DO (Highlands Surgical Associates, Sparta, TN)
Linas Adams, MD (Gastroenterologist, Morristown, TN)
Ava Stanczak, DO (Chair, Pediatrics, LMU-DCOM, Harrogate, TN)
Panel Moderator: Kenneth Heiles, DO (GME, LMU-DCOM, Harrogate, TN)
Speakers have no actual or potential conflict of interest in relation to this program or presentation.
It is the practice of LMU-DCOM to ensure balance, independence, objectivity, and scientific rigor in all its educational programs. All participating faculty, CME planners, and reviewers in these programs are required to disclose any relevant financial relationship(s) they have with a commercial interest that benefits the individual in any financial amount occurring within the past 12 months; and the opportunity to affect the content of CME about the products or services of the commercial interest.
Click here for LMU-DCOM's policy on privacy and confidentiality .
No commercial support
Lincoln Memorial University DeBusk College of Osteopathic Medicine (LMU-DCOM) is accredited by the American Osteopathic Association (AOA) Council on Continuing Medical Education (CCME) to present programs that qualify for AOA-CME Category 1 credit.
Lincoln Memorial University DeBusk College of Osteopathic Medicine (LMU-DCOM) and the AOA Council on Continuing Medical Education (CCME) approve this educational activity for a maximum of 1.5 hours of AOA Category 1-B CME credit.
Physicians should claim credit commensurate with the extent of their participation in the activity.
A Certificate of Completion is provided after the completion of required activities (video, post-test, and evaluation) for non-physicians and other health care professionals who want to self-claim Continuing Education (CE) credit.
- 1.50 AOA CME Credit
- 1.50 Attendance
To complete this activity, users will need:
- A device with an Internet connection
- One of the two latest versions of Google Chrome, Mozilla Firefox, or Safari (Internet Explorer is no longer supported)
- Adobe Flash Player and/or an HTML5 capable browser for video or audio playback
- Adobe Reader or other PDF reader software for certificate viewing/printing