Office of Medical Education Research And Development

Did you know that many medical professionals receive little to no formal training on how to teach? Teaching doctors how to teach is essential for improving medical education and patient outcomes. At OMERAD, we provide comprehensive training programs to help medical professionals become effective teachers and mentors. A study in Medical Education found that effective feedback improves communication skills and confidence in providing patient care. Let's work together to improve medical education and patient care.

Reference: Chou et al. (2018). Medical Education, 52(4), 381-393. doi:10.1111/medu.13511"

Here are some of OMERAD's signature programs! We are so proud of all of the hard work from our faculty! https://omerad.msu.edu/signature-programs

"Case Study: A medical school graduate begins their residency training and is tasked with teaching medical students during their clinical rotations. However, despite their clinical expertise, they struggle to effectively communicate and engage with their students. This is not an uncommon scenario, as many medical professionals receive little to no formal training on how to teach.

Research has shown that effective teaching skills are essential for improving medical education and patient outcomes (Chou et al., 2018). By providing doctors with training and resources to develop their teaching skills, we can help create more engaging and effective medical education programs.

At OMERAD, we are committed to providing comprehensive training programs for medical professionals to help them become effective teachers and mentors. Together, we can improve medical education and patient care for future generations.


Reference:
Chou, C. L., Masters, D. E., Chang, A., Kruidering, M., Hauer, K. E. (2018). Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback. Medical Education, 52(4), 381-393."

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As part of their daily routine in clinical settings, clinicians use students’ case presentations to support the development of their skills and knowledge. During these inquiry-structured learning experiences, clinicians can quickly assess students’ knowledge, provide feedback on knowledge, and target instruction on one or two new skills. In Module 8 of the Residents as Teachers program, residents learn elements of proactive precepting and a reliable framework, the One Minute Preceptor, on which good teaching conversations can be built.

Here are some teaching strategies to help engage learners! https://omerad.msu.edu/teaching/teaching-skills-strategies

Teaching Skills & Strategies To improve medical education and related service programs through program evaluation and learner assessment, educational development, educational technology, and research in those three areas.

For all things OMERAD, make sure to check out our website! https://omerad.msu.edu/

Office of Medical Education Research and Development To improve medical education and related service programs through program evaluation and learner assessment, educational development, educational technology, and research in those three areas.

You're a Spartan, and Spartans Will.

Here is a little bit about Erica Farr to get to know her better! “Hello friends, my name is Erica Farr. I am a Community Health Outreach Specialist for Michigan State University’s College of Human Medicine! I have a fantastic job where I am appointed to Academic Affairs and OMERAD (Office of Medical Education, Research, and Development). OMERAD has given me a home where I am encouraged to connect, share, and develop working relationships with amazing folks with stellar accomplishments in science, education, health, academia, and so much more. When working with anyone from OMERAD, it is apparent how much we care about the work we do, how much respect we hold for one another, and the passion we bring to the workplace. As a current Doctor of Public Health (DrPH) student and passionate public health professional, I am always the first to volunteer to learn a new skill or seek training that will benefit the MSU-CHM Team. Last Tuesday, I completed a training with the Office of Environmental Health and Safety at MSU for fit testing of N95 respirators (masks). This was to gain the knowledge and skills to protect our CHM students in the clinical field. As a part of this training, a solution referred to as “Bitrex” is used to test the seal of the N95 mask and ultimately, the fit of the N95 respirator. The solution is used before you test with a mask to make sure you can taste the bitter solution…...let me tell you, I could definitely taste the bitter solution. I think this may be the most bitter flavor known to humankind. Please take a moment to giggle at my reaction to the bitter taste in this picture. If you know me, you can almost hear this photo.”

Clinicians have an important role in helping medical students and residents achieve many specific learning goals. Using formative feedback is one way that clinicians can guide their learners toward the learning goal. In Module 7 of the Residents as Teachers program, residents identify what formative feedback is and why it is important, learn the aspects of it, and develop skills to provide formative feedback as a way to get the learner to the learning goal by addressing the learning gap.

OMERAD welcomes Erica Farr, MPH, CHES! Erica is the Community Health Outreach Specialist for Michigan State University’s College of Human Medicine. To learn more about Erica and her work, click here.
https://omerad.msu.edu/about-us/faculty-and-staff/erica-farr-mph-ches
Erica Marie Farr

Erica Farr, MPH, CHES To improve medical education and related service programs through program evaluation and learner assessment, educational development, educational technology, and research in those three areas.

Just as clinicians need to have difficult conversations with patients, there may also be the need to have difficult conversations with residents and medical students. In Module 6 of the Residents as Teachers program, residents learn the role of trust in difficult conversations and ways to build trust with students, the ways positionality (characteristics of your identity and your status) shape these conversations, and strategies for turning difficult conversations into caring and teaching ones that promote the students’ well-being and professional growth.