For community-based teaching
Alguire, P.C. (2001). Teaching in your office: a guide to instructing medical students and residents. Philadelphia, American College of Physicians-American Society of Internal Medicine. ($34.95)
Deutsch, S. L. (1997). Community-based teaching: a guide to developing education programs for medical students and residents in the practitioner's office. Philadelphia (Pa.), American College of Physicians. ($29.95)
Paulman, P.M., J. Susman, et al. (2000). Precepting medical students in the office. Baltimore, Johns Hopkins University Press. ($28.00)
Learn Best Practices in OMT Coding
The AOA recently published the second edition of our Osteopathic Manipulative Treatment (OMT) Coding Instructional Manual on Osteopathic.org. This must-read resource—available only to AOA members—enumerates the best practices related to OMT coding and documentation. The revised Manual includes the history of OMT coding, identification of OMT codes in CPT©2013, appropriate use of the OMT codes, OMT documentation, and procedures for handling denied claims. To let members know about this important resource, the AOA recently hosted a free webinar featuring AOA Trustee Boyd R. Buser, DO, talking about key changes to the manual and the best practices to ensure that you are properly billing, documenting and being paid for performing OMT. Watch a replay of the webinar online.
FREE with AOA membership
Free Open Access Medical Education resources http://medicaleducation.wetpaint.com/
The IDEA Center (http://www.theideacenter.org/ ) is a nonprofit organization whose mission is to serve colleges and universities committed to improving learning, teaching and leadership performance. The Center supports the evaluation and development of both programs and people. To stay on the cutting edge, The IDEA Center's experts constantly evaluate and reevaluate its services. Extensive data collection, research and feedback from our clients have resulted in continuous enhancement of our services. The emphasis of The IDEA Center always remains on improving teaching, learning and the higher education process.
Centers for Disease Control and Prevention Training and Continuing Education Online
The Association for Medical Education in Europe (AMEE, http://www.amee.org/index.asp) was founded in 1972 in Copenhagen, to foster communication among medical educators and to help promote national associations for medical education throughout Europe. AMEE helps teachers, doctors, researchers, administrators, curriculum developers, assessors and students keep up to date with developments in the rapidly changing world of medical and healthcare professions education. AMEE's activities include the annual conferences; Publications including Medical Teacher and AMEE education guides; courses such as ESME, ESMEA and ESTEME; projects including MedEdWorld, BEME and MedEdCentral; and Special Interest Groups.
Agency for Healthcare Research and Quality
The CME/CE activities are provided by PRIME Education, Inc. (PRIME®) and are accredited for a multi-disciplinary audience of health care practitioners. These activities are supported by contract number HHSA290201000006G from the Agency for Healthcare Research and Quality. User data collected through these activities will reside on PRIME's educational portal for use by AHRQ.
Alliance for Clinical Education
The Alliance for Clinical Education (ACE) is a multidisciplinary group formed in 1992 to enhance clinical instruction of medical students. ACE’s mission is to foster collaboration across specialties in order to promote excellence in clinical education of medical students. http://www.allianceforclinicaleducation.org/
The Academy for Academic Leadership (AAL, http://www.academicleaders.org/) is committed to personal, professional and organizational transformation. Since 2005, AAL has provided customized professional development, leadership training and consulting services for more than 100 higher education institutions throughout the world. Our clients include academic health care institutions, administrators and executives, faculty and staff, practitioners and associations, as well as universities and community colleges.
- Writing Effective Learning Objectives
- Visual Design Guidelines
- Speaking With PowerPoint
- Writing Effective Exam Items
- Writing Scenario Based Question Items
- NOBME Exam Writing Guidelines: Request a copy
- Interpreting Item Analysis
- Tests on Blackboard a. Creating Test Questions for Blackboard upload
- Classroom Teaching Techniques
- The Efficient Preceptor
The Teaching Perspectives Inventory measures teachers' orientations to their roles as managers of the learning process. The Inventory yields five alternative points of view (perspectives) on teaching by asking structured questions about teachers' actions in the teaching setting, their intentions how they organize the learning situation, and their beliefs about fundamental principles of teaching and learning
Teaching Physician - a publication of the Society of Teachers of Family Medicine
- STFM: Teaching Physician. Volume 11, Issue 2
- STFM: Teaching Physician, Volume 10, Issue 4
- STFM: Teaching Physician, Volume 10, Issue 2
- STFM: Teaching Physician, Volume 10, Issue 1
- STFM: Teaching Physician, Volume 9, Issue 3
- STFM: Teaching Physician, Volume 9, Issue 2
- STFM: Teaching Physician, Volume 9, Issue 1
- STFM: Teaching Physician, Volume 8, Issue 4
- STFM: Teaching Physician, Volume 8, Issue 3
- STFM: Teaching Physician, Volume 8, Issue 2
- Preceptor Development Resources
- PracticalProf.com - Clinical Teaching Nuts and Bolts
- Article: "Encouragement: Giving "Heart" to Our Learners in a Competency-Based Education Model" by Hershey Bell, M.D.
- The Expert Preceptor Interactive Curriculum
- Resources for Faculty (Preceptors)
- Simple Precepting Tools
- Five Microskills for Preceptors in Medicine
- AACOM Faculty and Preceptor Development
- Collaborative Curriculum
- University of Virginia Health System Preceptor Development Program http://www.med-ed.virginia.edu/courses/fm/precept/index.htm
HIPAA video (State Volunteer Mutual Insurance Company)
MDs interested in precepting DO students are especially encouraged to visit:
AACOM Faculty and Preceptor Development
Interprofessional Education: http://jeffline.jefferson.edu/jcipe/learning/videos.cfm
http://liphelonglurnerdok.wordpress.com/category/teaching-toolkit/ has a variety of educational tips and tools including feedback, assessment, maximizing learning in the ER, and the problem learner.
Assessment and Evaluation
- Mid rotation feedback Example video clip (00.013:40)
- End of rotation evaluation instructions video clip (00.09:47)
Giving Feedback (Johns Hopkins Medicine) http://www.hopkinsmedicine.org/fac_development/video/flash/index.html
Graduate Medical Education
Title: Would An Osteopathic Residency Benefit My Hospital?
Date: May 16, 2012
Time: 12 noon – 1:00 p.m.
Creating and Delivering Student-Centered Presentations (Michigan State University-College of Osteopathic Medicine)
This link takes you to the site that offers the five modules - each includes a PPT audio recording (each less than 15 minutes in length) and an accompanying handout (pdf files).
DynaMed Weekly Update free CME credit http://dynamed.antidotecme.com/
Patti Stubenberg, MPH, PhD, CHES
Director, Continuing Medical Education and Preceptor Development
Lincoln Memorial University-
DeBusk College of Osteopathic Medicine
6965 Cumberland Gap Parkway
Harrogate, TN 37752