Teaching Domain

Level A

• Identifies the importance of self-reflection skills for learner

Level B

• Creates opportunities for learner to actively engage in self-reflection

Level C

• Discusses barriers and solutions discovered through self-reflection

Level D

• Review self-reflection with learner to ascertain learner’s progress

Author: Priyanka Tulshian, MD, MPH

Resources

Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685-695. doi:10.1080/01421590903050374.

Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education. McGraw-Hill Education (UK).

Ní Mhurchú, M., & Cantillon, P. (2023). Reflective practice in medicine: The hidden curriculum challenge. The Clinical Teacher, 21(2). https://doi.org/10.1111/tct.13682.
https://asmepublications.onlinelibrary.wiley.com/doi/full/10.1111/tct.13682.

Gathu, C. (2022). Facilitators and barriers of reflective learning in Postgraduate Medical Education: A narrative review. Journal of Medical Education and Curricular Development, 9, 238212052210961. https://doi.org/10.1177/23821205221096106.

Level A

• Describes the differences between formative and summative assessment

Level B

• Maintains a record of observed behaviors to evaluate learner progress

Level C

• Applies various mechanisms for assessing learner progress

Level D

• Facilitates improvement of assessment tools

Author: Tina Kenyon, ACSW

Resources

This work is licensed under a Creative Commons Attribution-Non Commercial-ShareAlike 4.0 International License
https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and summative assessment. Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

Direct Observation: What It Is and How to Effectively Perform It. Stephen Wilson, MD, MPH, and Gretchen Shelesky, MD, MS, University of Pittsburgh Medical Center St Margaret Family Medicine Residency
https://www.stfm.org/publicationsresearch/publications/educationcolumns/2011/august/

Assessment methods in medical education. Int J Health Sci (Qassim). 2008;2(2):3-7. Assessment Methods in Medical Education.

Level A

• Recognizes the bidirectional nature of feedback
• Identifies feedback as important for learner progression

Level B

• Helps the learner develop skill in giving feedback
• Engages learner in setting expectations and provides learner with timely and actionable feedback

Level C

• Requests and listens to learner feedback and is able to reflect on potential changes
• Helps learner initiate an actionable learning plan based upon feedback

Level D

• Consistently seeks feedback and adjusts teaching behavior to be learner-centered
• Helps the learner make meaning of feedback and select strategies for a development plan

Author: Brian Johnson, MD

Resources

Aagaard E, Czernik Z, Rossi C, Guiton G. Giving Effective Feedback: A Faculty Development Online Module and Workshop. MedEdPORTAL. 2010;6:8119. https://doi.org/10.15766/mep_2374-8265.8119.

Weallans J, Roberts C, Hamilton S, Parker S. Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review. Postgrad Med J. 2022 Feb;98(1156):138-149. doi: 10.1136/postgradmedj-2020-139566. Epub. 2021 Feb 9. PMID: 33563716.

Ramani S, Könings KD, Ginsburg S, van der Vleuten CP. Feedback Redefined: Principles and Practice. J Gen Intern Med. 2019 May;34(5):744-749. doi: 10.1007/s11606-019-04874-2. PMID: 30783881; PMCID: PMC6502935.

Book from communications literature on different types of feedback including best practices for recipients: Stone, D., & Heen, S. (2015). Thanks for the feedback. Portfolio Penguin.

Level A

• Recognizes that a learner can have contextual and multifactorial difficulties
• Recognizes when a learner is not meeting expectations
• Describes approach to the learner in difficulty

Level B

• Seeks to understand contextual factors that may be influencing learner’s behavior
• Discusses observed behaviors with learners in difficulty and seeks institutional support if needed
• Engages in developing learning plans for learners in difficulty

Level C

• Collaborates with learner and institution to address and overcome contextual barriers
• Coordinates learning plans for learners in difficulty

Level D

• Works with institutions to remove contextual barriers and improve practices for assisting learners in difficulty
• Builds systems for supporting and assisting learners in difficulty

Author: Brian Johnson, MD

Resources

Overview of remediation of medical learners: Hauer KE, Ciccone A, Henzel TR, Katsufrakis P, Miller SH, Norcross WA, Papadakis MA, Irby DM. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 2009 Dec;84(12):1822-32. doi: 10.1097/ACM.0b013e3181bf3170. PMID: 19940595.

A faculty development workshop that includes a simple model for approaching struggling learners: Stafford M, Johnson B, Hessler D. A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop. MedEdPORTAL. 2020;16:10872. https://doi.org/10.15766/mep_2374-8265.10872.

Faculty development with a focus on clinical reasoning. Weinstein A, Gupta S, Pinto-Powell R, Jackson J, Appel J, Roussel D, Daniel M. Diagnosing and Remediating Clinical Reasoning Difficulties: A Faculty Development Workshop. MedEdPORTAL. 2017;13:10650. https://www.mededportal.org/doi/10.15766/mep_2374-8265.10650.

Level A

• Acknowledges when beliefs, attitudes, language, and behaviors are influencing the learning environment
• Promotes physical, emotional, and social safety in learning environments

Level B

• Engages learner and colleagues in identifying barriers to a safe learning environment
• Identifies and disrupts the imposition of increased labor and cognitive and emotional load on minoritized colleagues and learners

Level C

• Identifies areas for change in own institution to help promote safety in the learning environment
• Addresses barriers and aids in creating learning environments that promote safety
• Demonstrates the internalization of inclusive and antiracist beliefs, attitudes, language, and behaviors

Level D

• Leads others in addressing the promotion of safety in the learning environment
• Leads others in promoting inclusive and antiracist beliefs, attitudes, language and attitudes
• Demonstrates improvement in learning environments that promote safety through interventions

Authors: Tanya White-Davis, PsyD, and Ellen Tattelman, MD

Resources

Black, indigenous, and trainees of color stress and resilience: The role of training and education in decolonizing psychology. Pinedo AC, Caso TJ, Rivera RM, Carballea D, Louis EF. Psychol Trauma. 2022 Apr;14(S1):S140-S147.

Addressing disparities in academic medicine: what of the minority tax? José E Rodríguez, Kendall M Campbell, and Linda H Pololi. BMC Medical Education (2015) 15:6.

Level A

• Identifies the impact of bias on health care and health outcomes
• Recognizes that language and content in one’s own teaching has the potential to include bias and oppression

Level B

• Reviews language and content in one’s own teaching to remove areas that promote bias and oppression
• Intentionally incorporates principles of diversity, equity, inclusion, and antiracism into all of one’s teaching (precepting, didactics, rounds, assessment and evaluation, etc.)

Level C

• Demonstrates improvement in language and content of teaching
• Teach others to recognize biased language and content
• Works collaboratively to promote diversity, equity, inclusion, and antiracism into all the teaching in own’s department

Level D

• Leads collaborative efforts to promote diversity, equity, inclusion, and antiracism into all the teaching at one’s own institution
• Disseminates teaching strategies that promote diversity, equity, inclusion, and antiracism outside one’s own institution

Authors: Tanya White-Davis, PsyD, and Ellen Tattelman, MD

Resources

How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series. Katherine L Lupton, Patricia S O'Sullivan. Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S71-S76.

The weight of our words. Anekwe CV. J Hosp Med. 2022 May;17(5):410-411.

Do words matter? Stigmatizing language and the transmission of bias in the medical record. P Goddu A, O’Conor KJ, Lanzkron S, et al. J Gen Intern Med. 2018; 33(5):685–691.

Level A

• Recognizes the importance of sociocultural and sociopolitical values and differences
• Identifies the impact of sociocultural biases* (including teacher bias) and stereotyping on learners

Level B

• Teaches and communicates effectively with learners who are socioculturally and sociopolitically different from self

Level C

• Addresses conflicts caused by differences in sociocultural and sociopolitical values and beliefs

Level D

• Teaches and role models how to consider personal, sociocultural and sociopolitical contexts when working with learners, even in complex and/or stressful situations

*Sociocultural biases include class, gender identity and expression, sexual orientation, race, ethnicity, ability (mental or physical), education, age, language, finances, religion, body habitus, etc.

Authors: Tina Kenyon, ACSW

Resources

Definition and reflection on socio-cultural awareness.
https://idealsintopractice.site.wesleyan.edu/competencies/socio-cultural-awareness/.

Importance of Diversity and Multicultural Awareness in Education – strategies.
https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/.

Integrating Cultural Anthropoloy into Faculty Development for Medical Educators. Oikawa, S., Iida, J., Ito, Y. et al. Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study. BMC Med Educ 22, 196 (2022). https://doi.org/10.1186/s12909-022-03260-7.

Level A

• Acknowledges that different teaching strategies are beneficial

Level B

• Actively invites learners’ perspectives, knowledge, and insights to co-create strategies to enhance learning
• Demonstrates different learner-centered teaching modalities

Level C

• Reflects on appropriate teaching strategy for specific learner and context
• Uses growth mindset(1) to align and adjust teaching strategies to meet learners

Level D

• Coaches others in how to adjust teaching strategies to meet learners’ needs

(1)Dweck, C., 2016. Mindset: The New Psychology of Success. 2nd ed. New York: Random House.

Authors: Brian Johnson, MD

Resources

Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984 Jul;18(4):284-97. doi: 10.1111/j.1365-2923.1984.tb01024.x. PMID: 6738402.

Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: Teaching in the clinical environment. Medical Teacher, 30(4), 347-364.

Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (2015). Curriculum development for medical education: A six-step approach. Johns Hopkins University Press.

Level A

• Recognizes that learners have their own diverse backgrounds and experiences

Level B

• Explores learners’ background, knowledge, and experience

Level C

• Actively incorporates learners’ unique background, knowledge, and experience in learning plans

Level D

• Co-creates systems with learners to support a diversity of learner styles

Authors: Brian Johnson, MD

Resources

Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364. https://doi.org/10.1080/01421590802061613.

Hammick, M., Olckers, L., & Campion-Smith, C. (2009). Learning in interprofessional teams: AMEE Guide no 38. Medical Teacher, 31(1), 1–12. https://doi.org/10.1080/01421590802585561.

Medina, J. (2009). Brain Rules. Pear Press. brainrules.net/brain-rules/