Teaching Opportunities for CED Candidates 2018-2019

Please see the below for a list of medical student and resident teaching opportunities, and pertinent contact information.


INTERN / RESIDENT PEER TEACHING

SRC Inpatient Intern Curriculum
Held Mondays 2-3:30PM. Each of these didactic sessions review a general medicine inpatient topic. Contact Andre Sofair: andre.sofair@yale.edu

Morning Report
Held daily at the VA and York Street Campus 9:30-10:30AM. Contact the Yale Traditional Chiefs if you would like to lead a morning report: yimchiefs18_19@yale.edu

Noon Report
Held daily at the SRC Campus noon-1PM. Contact the YPC/MP Chiefs if you would like to lead a morning report: ypcmpchiefs18_19@yale.edu

Noon Conference Peer Teaching
Held daily at the VA and York Street Campus noon-1PM. Contact the Yale Traditional Chiefs if you have a topic that you would like to present: yimchiefs18_19@yale.edu

Yale Primary Care Ambulatory Didactic Peer Teaching
Held Thursday mornings for the YPC/MP program. Teaching options include ambulatory morning report, or journal club. If interested in presenting, contact Sarita Soares: sarita.soares@yale.edu


MEDICAL STUDENT TEACHING

HAVEN Medical Student Peer Teaching Feedback

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, bradley.richards@yale.edu.

Med Student HEENT Exam Workshop Leader

Residents needed to guide medical students through the eye and fundoscopic exam. Pre-workshop review of exam techniques available to workshop leaders.

Medical Student Physical Diagnosis Rounds

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 Friday afternoon 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

Medical Student Clerkship Inpatient Case-Based Teaching

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

Med Student Spring Physical Examination Small Group Instructors

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 Donroejoseph.donroe@yale.eduor Dr. Thilan Wijesekerathilan.wijesekera@yale.edu, Co-Directors for the Physical Examination Workshop Series

Interview Faculty

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
  • Faculty 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. Auguste Fortin auguste.fortin@yale.edu , Director of Communication Skills

Medical Student End of Life Skills Faculty

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: matthew.ellman@yale.edu

Clinical Reasoning Precede Workshop Series

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 - thilan.wijesekera@yale.edu

Miscellaneous Teaching Opportunities

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
  • Pediatrics – Faculty with experience working with children are needed to guide small groups of students through semi-structured interviews of children at Yale-New Haven Children’s Hospital or welcome students into their practices for shadowing
  • For more information on any of these sessions, contact Dr. Jaideep Talwalkar, Director of Clinical Skills, jaideep.talwalkar@yale.edu or Dr. Thilan Wijesekera, Interim Director of Clinical Skills, thilan.wijesekera@yale.edu