Topic Index
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Preparation
- Why Precept? 11 Reasons
- The Teaching Roles of a Preceptor
- Finding a Clerkship
- The Skill of Teaching
- Reflect on Teaching Effectiveness
- Continuous Learning as a Teacher
- The Effects of Precepting on a Practice
- Getting Ready
- Characteristics of an Ideal Preceptor
- Preparing Your Staff for Educational Roles
- Teaching Others to Teach
- Institutional Learning Objectives
- Unconscious Bias
- Identifying Potential Unconscious Bias
- Implicit Bias in Learners
- Create a Plan to Address Unconscious Bias
- Conflicts of Interest
- Discuss Conflicts of Interest With Learners
- Inequities in Clinical and Health Education
- Counteracting Inequities
- Address Inequities
- Establish Systems to Address Inequities
- Model Professional Behavior
- Students' Professional Identities
- Cultivate Professional Relationships
- The Importance of Professional Boundaries
Orienting a Learner
- Creating the Clinical Learning Environment
- Your Learner’s First Day
- General First Steps
- Orientation
- Scheduling
- Welcoming a Learner
- Identify the Unique Characteristics of Your Clinical Setting
- Managing Clinical Workflow
- Interprofessional Teams and Community Resources
- Help the Team Integrate Learners
- Celebrate Learner Diversity
- Elicit the Needs of Diverse Learners
- Develop Culturally Relevant Individualized Learning Plans
- Teach Cultural Understanding for Improved Learning
- Value the Learner's Place in the Clinical Setting
- Set Expectations at the Start
- Adjust to Meet Changing Needs
- Clarify Roles and Responsibilities
- Individual Commitment to a Group Effort
- Getting to Know Your Student
- Maximizing Learning at Your Practice
- Setting Expectations with Your Learner
- Setting Expectations for Feedback
- Discuss Institutional Learning Objectives With Your Learner
- Goal-Directed Learning
- Collaborate With the Learner to Prioritize Goals
- Integrate the Learner's Goals
- Monitor A Learner's Progress Towards Goals
- Create Opportunities to Meet Goals
- Adjust Goals As Needed
- Self-Reflection
- Ask Learners to Engage in Self-Reflection
- Discuss Observations Resulting from Self-Reflection
- Follow Up on Learner's Self-Reflections
Precepting Principles
- Adult Learning Principles
- Developing a Learner's Skill Set
- Varying Your Teaching Style
- Differences Between Feedback and Evaluation
- Introduction to Clinical Teaching Methods
- Use a Variety of Teaching Methods
- Adjust Your Teaching Methods
- Focus Teaching to Improve Retention
- Students With Little Clinical Experience
- Cultivating a Growth Mindset in Learners
- Teaching Residents
- Clinical Supervision of Residents
- Contribute to Professional Identity Formation
- Promote Professional Identity Across the Clinical Team
- Precepting Scenarios
- A Medical Mistake
- The Talkative Patient With Many Symptoms
- Well-Child Checkups (and Beyond)
- Infectious Mononucleosis in a Young Athlete
- First Diagnosis of Hypertension
- Toxoplasmosis Counseling in a Pregnant Woman
- Post-traumatic Stress Disorder in Primary Care Patients
- The Mouth Is More Than Just Teeth
- When Will I Know It All?
- Quality of Care
- The Rewards of Teaching Chronic Headache
- Closing the Deal
- Patient With Hyperglycemia
- Inviting Hippocrates Along on a Home Visit
- Geriatric Patient With Fatigue
- Weight Loss
- Cardiac Risk Assessment
- Anticipatory Precepting
- Teaching About Patients with Complexity
- Your Role in the Patient Visit
- The Learner's Role in Patient Education
- Teaching After the Visit
What to Teach
- Progressive Learning Model
- ACGME Competencies
- About Family Medicine Clerkships
- Principles of Family Medicine Learning Objectives
- Acute Care Learning Objectives
- Chronic Diseases Learning Objectives
- Health Promotion and Disease Prevention Learning Objectives
- The Role of Family Medicine Learning Objectives
- General Medical Knowledge
- Procedures
- Teaching Evidence-Based Medicine
- Use of EBM Guidelines and Point-of-Care Resources
- Answer Clinical Questions Using EBM Guidelines
- Coach Learners in Asking Clinical Questions
- Collaboratively Identify Clinical Questions
- Collaboratively Identify Clinical Questions (1)
- The Patient-Centered Medical Home (PCMH)
- Quality Improvement
Professionalism
- Physician Well-Being
- Discuss Well-Being With Learners
- Identify Barriers to Well-Being With Your Learners
- Model Behaviors to Enhance Well-Being
- Identify Conflict
- Use Inquiry to Manage Conflict
- Coach Learners in Conflict Management Strategies
- Role Model Professional Boundaries With Learners
- Discuss Professional Boundaries With Learners
- Assist Learners in Developing Their Professional Boundaries
- Collaborate With Learners on Conflicts of Interest
- Role Model Strategies to Mitigate Conflicts of Interest
Feedback
- Overview of Giving Feedback
- Feedback is Essential for Learning
- Timely and Actionable Feedback
- Assure Learner Comprehension of Feedback
- Use Feedback to Set SMART Goals
- Formative Feedback and Summative Evaluation
- Providing Formative Feedback and Summative Evaluation
- Integrate Formative Feedback Into Summative Evaluation
- Collaborate With Learners in the Feedback Process
- Feedback Levels
- Mid-Rotation Feedback
- Feedback Traps
- Bi-Directional Feedback
- Seek Feedback From Learners
- Enhance Your Teaching with Learner Feedback
- Develop Learners' Feedback Skills
- After the Feedback
- Sandwich Model
- ARCH Model
- Five-Step Microskills
- Ask-Tell-Ask Model
Focus of the Month
- October 2024: Enrich Answers to Clinical Questions using EBM Resources
- September 2024: Make Your Formative Feedback Collaborative
- August 2024: Enhance Professional Identity Formation in a Clinical Setting
- May 2024: Empower Learners With a Growth Mindset
- April 2024: Self-Reflection in Educators
- November 2023: Get Inspired with 17 Patient-Encounter Scenarios
- October 2023: How to Teach Evidence-Based Medicine
- September 2023: Feedback Levels Help Identify Your Feedback Goals
- August 2023: How to Decide Where to Precept
- June 2023: Use Self-Reflection to Identify Barriers to Well-Being
- May 2023: Adding to a Learner's Skill Set
- April 2023: Help Learners Manage Conflict in the Clinical Setting
- March 2023: Managing Clinical Workflow with Your Learner
- February 2023: Model Receptiveness to Feedback for Your Learners
- November 2022: Show Learners How to Cultivate Professional Relationships
- July 2022: Identify Types of Learner Difficulty
- June 2022: Develop Your Learners' Teaching Skills
- May 2022: Set Shared Learning Objectives with Every Learner
- April 2022: Three Tips to Effectively Teach in the Presence of Patients
- March 2022: The Benefits of Direct Observation
- February 2022: Model Professional Behavior for Your Learners
- October 2021: A Collaborative Feedback Environment
- September 2021: Documenting Learner Performance
- August 2021: Help Learners Self-Reflect
- July 2021: Prepare Your Staff to Educate New Learners
- June 2021: Continuously Enhance Your Clinical Teaching Skills
- May 2021: Integrate Learners Into Your Team
- April 2021: Help Learners Develop Their Professional Identity
- March 2021: Personalized Teaching Skills Assessment Tool on Teaching
- February 2021: Communicating About a Learner in Difficulty
- November 2020: Look for Opportunities for Direct Observation
- October 2020: Virtual Professional Boundaries
- September 2020: Ensure Your Learners Recognize Feedback
- June 2020: Role Modeling Inclusivity
- May 2020: Tips for Welcoming Students Back to Clinic in a Pandemic World
- April 2020: Precepting in the Time of COVID-19
- March 2020: Teaching the Student With Little Clinical Experience
- February 2020: Your Learners' Well-Being
- December 2019: Save Time By Frequently Assessing Learners
- November 2019: Role Model Feedback for Your Learners
- October 2019: A Growth Mindset Benefits Everybody
- September 2019: Prep for an Efficient Day Teaching in the Clinic
- August 2019: Recognize Learners in Difficulty with the HEART Acronym
- July 2019: Coach Students in Conflict Management
- June 2019: Engage Your Students with Goal-Directed Precepting
- May 2019: Find New Content Quickly
- March 2019: A Model for Structuring Your Student’s Clerkship
- February 2019: Prepare Your Patients to Have Students Involved in the Visit
- January 2019: Bringing New Learners Into Your Clinic
- November 2018: Write Learner Evaluations More Quickly
- October 2018: Using the Three Levels of Feedback When Precepting
- September 2018: Applying Adult Learning Principles to Your Precepting
- August 2018: Setting Expectations with Your Students
- July 2018: Providing Preventive Patient Care with Your Students
- June 2018: Implementing the Revised Student Documentation Guidelines from CMS
- May 2018: Prepare Your Patients to Have Students Involved in Their Visit
- April 2018: How Students Can Improve the Quality of Care in Your Practice
- March 2018: Increase the Efficiency of Your Precepting Using the Five-Step Microskills Model
- December 2017: Earn Up to 40 CME Credits
- November 2017: Empower Your Staff to Help Teach Your Students
- October 2017: Avoid Common Feedback Traps
- September 2017: Use Direct Observation for Easier Student Evaluations
- August 2017: Your Medical Students Can Improve Patient Care
- July 2017: Optimize Your Students' Use of Electronic Health Records
- June 2017: Structure Your Student's Clerkship Experience
- May 2017: Help Learners Succeed at Your Clinic
- April 2017: Using the RIME Model to Assess Your Learners
- March 2017: Writing Meaningful Comments on Your Learner Evaluations
- February 2017: Turn Brief Conversations Into Teaching Opportunities
- January 2017: Earn Up to 40 CME Credits
- December 2016: Varying Your Teaching Styles
- November 2016: Supporting Learners in Difficulty
- October 2016: Resources for Teaching Evidence-Based Medicine
- September 2016: Providing Better Feedback to Your Students
- August 2016: Getting to Know New Students at Your Practice
- July 2016: Teaching the Skill of Self-Assessment
- June 2016: Teaching About Patients With Complexity
- May 2016: Complete List of New TeachingPhysician.org Pages
- March 2016: The New Site Has Launched!
- February 2016: Two New Pages about Teaching in the Presence of Patients
- January 2016: New Interview About Teaching in the Presence of Patients