Today is Wednesday, Dec. 13, 2017

Department of

Department of Internal Medicine

Residency Programs

Master Teacher Program

“Education is not the filling of a pail, but the lighting of a fire.”  -William Yeats

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. MTP has served as the crucible for creating multiple educational innovations including Weesner Prep, the monthly resident testing program, innovative electives such as Art in Medicine and Point of Care Ultrasound, and the Educational Consult Team.  The program is designed to expose learners to foundational medical education topics, while embedding them in a community of practice including our most innovative faculty educators.

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

On request we form a team of residents, fellows and faculty from the Master Teacher Program to provide educational consultation to those who request it. Examples include providing feedback to grand rounds presenters, 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:

Clinical teaching skills:  Many people think asking questions = good teaching.  We learn that not all questions are created equal.  What is the Socratic method and how is it different form simply asking questions?  How can we ask questions that engage higher cognitive levels in our learners?  How does asking questions promote long-term retention of learning?  Example: how do I avoid “pimping” and ask valuable questions to learners?

Assessment and Feedback: What assessment and feedback strategies enhance learning? How can observation, practice, and reflection enhance learning and teaching? What is the difference between summative and formative assessment, and why does it matter?

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?

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 in Education:  How can technology be harnessed to promote sound educational concepts in various teaching settings? How can Information Technology and Web technology be used to facilitate assessment? Example: medical apps that promote real-time quizzing or asynchronous learning

Why join us?

There are many ways to be an “educator” in medicine.  MTP’s experiential design and community of educators will help you gain valuable educational skills and experience regardless of where your career takes you.  I hope you join us!

For additional information, please email benjamin.kinnear@uc.edu.

Ben Kinnear, MD

 

 

MTP Session

More Information

Program Coordinator
Liz Bauke
ucintmed@uc.edu