CLIMEcast

Nationally, many of our peer institutions have built successful teaching academies to enhance the culture for education at their institutions, provide faculty development in teaching and learning, foster innovation and education scholarship, and promote the careers of clinician educators. In this podcast, Dr. Sheila Chauvin shares her experiences forming and growing a Teaching Academy at Louisiana State University, and what she has learned by helping other institutions embark on similar academy development initiatives at other institutions across the nation. Dr. Chauvin describes the many benefits of teaching academies, as well as the importance of tailoring academies to local institutional contexts. 

Dr. Larry Gruppen explains why the Learning Environment is such an enduring subject of study. Everyone wants to improve it – but defining it and discovering what variables really influence its quality has been elusive. He shares his ideas about how to construct a research agenda that might lead to a better understanding of the learning environment and gives advice on how to get started researching this fascinating and important topic. 

Remediation is a structured approach to helping trainees at all levels address deficits in knowledge, skills and attitudes. In this podcast, Dr. Heidi Combs explains how to determine when remediation is needed and how to work with learners to tailor remediation plans in ways that fit their needs and help them to succeed.

Jonathan Ilgen, MD, Associate Professor, Department of Medicine, University of Washington School of Emergency Medicine, Seattle, WA

Teaching clinical reasoning involves helping learners learn a number of related skills, including observing and communicating with patients (paying close attention to cues and clues), synthesizing information, managing problems. In this podcast Dr. Jon Ilgen shares his thoughts on the kinds of tools one should ha a teaching toolbox.

Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Developing teaching scripts for common teachable moments can help you maximize trainee’s learning, particularly when your teaching time is limited. In this podcast Dr. Trish Kritek shares her approach to building teaching scripts that incorporate drawings, formulas, and other small nuggets of content to teach interprofessional learners at all levels of expertise within busy clinical settings.

Molly Blackley Jackson, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Medical schools are increasingly integrating authentic clinical experiences for students in the earliest stages of their curricula. There are many benefits to this early clinical exposure: enculturation into the medical community, opportunities to practice basic clinical skills, observing professionalism in practice, and reduction of the chasm between “pre-clinical” and “clinical” learning. But for preceptors, it can be challenging to provide meaningful activities that fully engage early learners with limited clinical knowledge. In this podcast, Dr. Jackson discusses how preceptors can optimize the medical education of beginning medical students in the clinical setting.

Paul B. Cornia, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Have you ever felt like you wanted to avoid teaching at the bedside because it makes you too uncomfortable? There is evidence that patients appreciate bedside teaching and it offers trainees unique opportunities to practice patient-centered communication, physical exam skills, and clinical reasoning. In this podcast, Dr. Paul Cornia provides tips on how to prepare both faculty and learners alike for effective bedside instruction, reducing anxiety and maximizing learning when teaching in the presence of patients. Simple things—such as using teaching scripts and making roles explicit—can greatly enhance these learning opportunities.

Eileen J. Klein, MD, MPH, Professor, Division of Emergency Medicine, Department of Pediatrics, University of Washington School of Medicine, Seattle, WA

Most of us have had difficult conversations with learners about professionalism or concerns about delivery of clinical care. These are often stressful for faculty and learners alike and it can be tempting to avoid giving constructive feedback altogether. In this podcast, Dr. Eileen Klein explains how giving constructive feedback can be seen as an opportunity to demonstrate caring for learners - and patients - and provides a model for giving timely and effective feedback