Teaching Opportunities for CED Candidates

The HAVEN elective is for 4th and 5th year medical students who want to spend more time working in the student run free medical clinic and receive credit for doing so. As part of this elective students are required to do a Saturday afternoon teaching session. There is an opportunity for residents to review one of these teaching sessions via a video recording, document feedback, and later meet with the student to go over the feedback. If you are interested in participating, please contact Brad Richards.

One hour sessions guiding a small group of students on their medicine clerkships through a patient case.

• SRC Campus Case Conference: Pre-scripted discussion based cases with flexible timing. Contact Katie Gielissen (katherine.gielissen@yale.edu).
• VA Campus Student report (day of week varies) contact Naseema Merchant
• VA Campus Case Conferences: (day of week varies) contact Naseema Merchant

Lead a group of 3-4 medical students through a 30-minute teaching session at the bedside of a patient admitted to the hospital who has an interesting physical exam finding. Faculty already assigned and can perform observation and feedback of your session.

• SRC Campus: Typically Wednesday afternoons at 4PM. Contact Andre Sofair andre.sofair@yale.edu if you are interested
• York Street Campus: Typically Monday afternoons. Contact Dana Dunne, dana.dunne@yale.edu if you are interested

Residents interested in teaching in this course may serve as PRN substitute faculty
First year medical students are introduced to physical examination in a 9-week course in which they work closely with faculty instructors.

• Faculty instructors work with 6 first year medical students as they practice the basics of physical examination on each other
• Groups meet on Thursday afternoon for 3 hours for 9 consecutive weeks from January to February; substitutes available if faculty cannot make all 9 sessions
• Sessions take place in Clinical Practice Suite (model exam rooms) at Yale School of Medicine
• Faculty instructors observe students, provide feedback, and correct write-ups
• Optional faculty development sessions available as refreshers for particular components of the exam
• Detailed syllabus with teaching pearls provided for instructors to guide each session
• ~35 hours/year (including out-of-class faculty preparation and correction of write-ups)
• For more information contact Dr. Joseph Donroe Director for the Physical Examination Workshop Series

During their first 18 months of school, medical students learn patient-centered interviewing skills using the “5-step model” described in Smith’s Patient Centered Interviewing textbook. Approximately 10 practice sessions are scattered over the course of the first 18 months. Additionally, students utilize a similar practice format to practice the delivery of difficult news during third year.

• Faculty instructors observe the students and provide feedback as students practice the medical interview with standardized patients
• Instructors are needed for as many of the 10 interview practice sessions as they are able to attend. Sessions occur on either Tuesday or Thursday afternoons and last for about 2 ½ hours each.
• Instructors are needed for as many of the 6 difficult news practice sessions as they are able to attend. Sessions occur on Friday afternoons and last for about 3 hours each.
• Attendance at a planning meeting each semester is required since the objectives of each session change as the students progress in their training
• Resident development is available to learn the “5-step model” that the students are learning
• Time commitment is flexible depending on how many sessions an instructor is able to attend
• For more information contact Dr. Tara Sanft, Director of Communication Skills

End of life and palliative care skills are taught in an integrated, longitudinal curriculum spanning all four years. This part of the clinical skills curriculum emphasizes experiential, self‐reflective, and interdisciplinary learning. Faculty from across clinical departments participate as students learn that basic competency and comfort in end‐of‐life care is important in all specialties.

• Faculty with experience in caring for patients at the end of life and/or personal experiences with death and dying participate in panel discussions with students in the fall of first year
• In the second year, faculty based at hospice or palliative care sites introduce students to this care and visit patients in facilities or at their homes
• In the third year, faculty facilitate several educational workshops including end‐of‐life case discussions where students present their experiences and reflections on caring for dying patients on the wards
• Shortly before graduation, students practice communication skills including goals of care, resuscitation preferences, and death notification discussions under faculty supervision
• Time commitment is flexible depending on how many sessions an instructor is able to attend
• For more information contact Matthew Ellman, Director of Medical Student Palliative & End of Life Care Education

During these three workshops for medical students in their clinical rotations, faculty review advanced concepts in clinical reasoning including management reasoning (i.e., testing/treatment thresholds), metacognition, and diagnostic error.

• Groups of 8-10 third-year medical students and an instructor
• Three 90-minute workshops occur in the spring/summer. Time commitment is flexible with faculty attending sessions intermittently as their schedule allows.
• Instructors and students work through a challenging case, drawing on nuanced aspects on clinical reasoning that build on students’ experience during clinical rotations
• Instructors are provided a guide with background information on key concepts and information about the case
• Sessions are semi-structured, giving faculty the opportunity to share their own experiences in making challenging clinical reasoning decisions
• For more information contact Dr. Thilan Wijesekera

There are a variety of other opportunities to work with small groups of medical students during the first 18 months of their training.

• Psychosocial communication – During the first week of medical school, faculty facilitate a conversation among a small group of students related to essays that students wrote before coming to school about the psychosocial impact of illness
• Clinical correlates of bedside ultrasound – As students learn the basics of bedside ultrasound, faculty with experience in physical examination assist with providing clinical correlates (no knowledge of ultrasound is needed to fulfill this role, though faculty may learn something about ultrasound through the process)
• Social History & Sexual Dysfunction – Students practice asking sensitive questions to standardized patients in small groups as faculty observe and provide feedback
• For more information on any of these sessions, contact Dr. Jaideep Talwalkar, Director of Clinical Skills