Today is Saturday, Apr. 29, 2017

Department of

Department of Internal Medicine

Residency Programs

Master Teacher Program

Is medical education in your future? If so, we created this pathway in 2010 with the goal of fostering residents, fellows, and faculty who had a passion for teaching. This community of practice has served as the crucible for creating multiple educational innovations including Senior Prep, the monthly resident testing program, curriculum restructuring, and the Educational Consult Team.

Structure:

There are two pathways within the program. You can audit the classroom work, and participate as much as you would like. Or you can commit fully to the pathway and receive a Master Teacher Program certificate at the end of residency.

Click here to see a blueprint of the Master Teacher Program over the course of 3 years of residency:

Some examples of Master Teacher Program Work:

Educational Consult Team

Each month we form a team of students, residents, and faculty from the Master Teacher Program to provide educational consultation to those who request it. Examples include providing feedback to presenters after grand rounds, helping ward teams teach better at the bedside, and reviewing presentations before they are given.

Pre-Medical Student Mentors

Those who purse the certificate in the Master Teacher Program will mentor pre-medical students from the University of Cincinnati Undergraduate Medical Sciences Pathway. This is an exciting opportunity to introduce college students to the work that you do, and to mentor them in the process of choosing medicine as a career.

Monthly Modules Examples:
Assessment and Feedback: What assessment and feedback strategies enhance learning? How can observation, practice, and reflection enhance learning and teaching? Example: giving feedback to 3rd year medical student.

Small Group Discussions: What are the most effective techniques for small group discussions? How can open ended questions lead to learning? How does a small group facilitator best recognize and manage group dynamics? Example: leading ward rounds.

Learning Objectives and Curriculum: How can good learning objectives lead to high value learning opportunities? What are the missions and assumptions of different health care curricula? What are the elements of effective curriculum design? Example: creating learning objectives for academic half day.

Large Group Presentations: What are effective techniques when teaching in large groups? What is the best way to hone facilitation skills? Examples: lead academic half day; teach in morning report.

Technology: What are the latest contributions of Information Technology to effective learning and curriculum design? How can Information Technology and Web technology be used to facilitate assessment? Example: use of discussion boards and forums.

For those interested in pursuing a medical education as a career after residency, we have developed new Medical Education Fellowship as part of our IMSTAR (Internal Medicine Scholarly Training for Academic Research) training programs.

Program Leadership

Internal Medicine Resident

More Information

Program Coordinator
Liz Bauke
ucintmed@uc.edu