This free open access resource collates many resources related to healthcare debriefing and includes free PDF's, podcasts and blogposts.
|Provides a helpful and evidence-based overview and structure for feedback conversations that occur during annual or biannual reviews|
|This is an excellent resource includes downloadable videos to teach faculty how to give feedback. It also provides pocket cards that can be used as reminders about how to give feedback. Includes topics such as goal setting and student presentations|
|These modules provide valuable information on dealing with challenging educational situations.|
Giving Feedback and Receiving Feedback
|These two blog posts from the International Clinical Educators Blog are brief, high-yield, and easy to digest for the busy clinician. Part 1 briefly reviews a 6 -tep feedback formula and Part 2 reviews how to approach this same process from the trainee perspective.|
|This resource focuses on how to give, receive, and solicit feedback. The authors include a PDF summary: “The Fine Art of Feedback Synopsis Brochure” reviews giving, receiving, and soliciting feedback both from the receiver and sender perspectives.|
|Although this was originally created for residents/fellows to give feedback to medical students, the overall concepts of giving feedback apply for all educators. The online resource contains brief two PowerPoint presentations and bullet points on high yield aspects of effective feedback.|
|Under EDUCATIONAL APPROACHES AND RESOURCES, you will see VIDEO SERIES: IMRPOVING FEEDBACK. These brief videos clearly delineate different styles with their potential advantages and disadvantages.|
Many excellent free open access resources are available online. The resources provided here have been peer-reviewed by FAME members and included for their value to help you develop as a clinical educator. If you would like to propose additional free open access resources for inclusion on this page, please email this information to FAME@northwestern.edu and let us know why you find this resource helpful.
Learning Conversations (Feedback & Debriefing)
An overview on curriculum development based on Kern’s 6-step model
|This curriculum from MedEd Portal can be downloaded and teaches the steps to write objectives, plan a delivery method, and choose a method of assessment.|
|Concrete guidance on writing learning objectives|
|Effective Instructional Strategies||This video is geared more toward developing teaching methods for young students (not in medicine), but the principles behind how to teach and provides a step by step approach to developing a curriculum that is applicable to a broad audience. You must be on a Northwestern University network to view this resource.|
This short article provides an overview of ACGME competences; you can choose to investigate further through hyperlinks within the body of the text if you wish.
|These modules provide an overview about the basics of educational measurement.|
|This resource about entrustable professional activities (EPAs) includes downloadable PDFs and a Word document explaining the module. The online module can easily be accessed directly through the link. This module is for faculty learning to evaluate EPAs for third- and fourth-year medical students. You can also translate lesson to resident and fellow assessment. The important takeaways is learning what EPAs are and seeing practical their applications.|
Milestones and Entrustable Professional Activities
|These three brief YouTube videos (< 2min) describe entrustable professional activities (EPAs). These pertain specifically to General Surgery – using examples of pilot EPAs in General Surgery, however they are useful for anyone who wants a brief, digestible overview of what EPAs are and how they can potentially be used.|
Active Learning Strategies
This module highlights the use of questions as a non-intimidating way to promote critical thinking.
|This site contains a brief 3-minute video on inquiry teaching and delves into different questioning styles based on what you are trying to assess from your learner.|
|This brief 3-minute video reviews the BDA (before, during, after) framework for clinical teaching. Educators may find this most helpful as a review prior to bedside teaching with a small group of learners.|
|Use the this MedEd Portal resource for a framework to teach clinical reasoning skills.|
|A series of articles from the Florida State University College of Medicine about small group facilitation and learning. “Lessons from Geese” and “The Developmental Facilitator: What One is and What One Does” are particularly high-yield.|
|This article highlights common educator behaviors that are NOT helpful to teaching and learning in small and large groups. Awareness about these common yet unhelpful behaviors may add new and valuable insight for educators.|
|This post on the popular Academic Life in Emergency Medicine blog highlights some key points from a 2016 article on Team-Based Learning published in the Journal of Graduate Medical Education. In addition to summarizing the article, the post includes a 32-minute video of medical educators discussing this topic (this discussion is also available as a podcast).|
Covers All Categories
This free ebook produced by the Academic Life in Emergency Medicine team reviews various components of education theory in succinct, case-based, freely-available chapters. Topics include: curriculum design, writing learning objectives, reflective practice and decision-making to name a few.
|The KeyLIME (Key Literature in Medical Education) podcasts provide brief (~ 30 minute) podcasts focusing on a variety of medical education topics. Each podcast reviews a recent medical education article and provides key take home points for clinical educators.|
|The ICE Network Blog hosts a multitude of education resources that is easily searchable for topics of interest.|