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Quick Facts
| Medium Of Instructions | Mode Of Learning | Mode Of Delivery |
|---|---|---|
| English | Self Study | Video and Text Based |
Course Overview
In the Teaching and Assessing Clinical Skills certification course students will learn to raise the level of medical training and education generally by improving feedback, clinical instruction, and clinical skill evaluation. It will direct students toward obtaining crucial clinical abilities and honing their skills by giving timely and constructive feedback. They will be able to close the knowledge gap between theory and practical application by using effective clinical teaching techniques including case-based learning, simulation, and hands-on experiences.
University of Michigan in partnership with Coursera provides the Teaching and Assessing Clinical Skills training program. This is a seven-week course with an average of 2.5 study hours per week. One can instantly start taking the course without paying any enrolment fees.
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The Highlights
- 100% online
- Flexible deadlines
- 16-hour long course
- Self-paced learning
Programme Offerings
- Unlimited Access To Course
- Graded Quizzes and Assignments
- Feedback
- course videos and readings
- Graded Programming Assignments
Courses and Certificate Fees
| Certificate Availability |
|---|
| no |
There is no Teaching and Assessing Clinical Skills certification fees.
Eligibility Criteria
Certification Qualifying Details
To complete the course one must pass all the graded assignments. Students will not be given Teaching and Assessing Clinical Skills certification by Coursera for this course.
What you will learn
This programme will teach students how to:
- Recognize the value of feedback and the difficulties in giving it.
- Explain the significance of orienting students and implementing a strong orientation programme for students.
- Use RIME to provide feedback and evaluate student interactions.
- Identify the variables influencing autonomy and preparation to overcome the obstacles to entrustment.
- Successfully Integrate Teaching Evidence-Based Medicine in the Clinical Setting.
- Describe the BID model's fundamental theoretical foundations and create a briefing with a learning objective as the main focus.
Who it is for
People who are interested in pursuing jobs as clinical educators or faculty members should take the Teaching and Assessing Clinical Skills certification course. General physicians, nurses, allied health professionals, and other healthcare practitioners who want to improve their teaching skills and contribute to the education and training of future healthcare professionals may consider earning this credential.
Admission Details
Join the Teaching and Assessing Clinical Skills classes through the following steps:
Step 1: Browse the official URL
https://www.coursera.org/learn/clinical-skills
Step 2: Click the enrol now button on the website.
Step 3: Now, students can start taking the classes.
Application Details
To access the Teaching and Assessing Clinical Skills certification syllabus log in to the official website and enrol for the course.
The Syllabus
Videos
- 01.00 - Unit 1 Introduction
- 01.01 - What is Feedback?
- 01.02 - What is Important About Feedback?
- 01.03 - What is Difficult About Feedback?
- 01.04 - Pediatrics History-taking Feedback
- 01.05 - Debrief of Pediatrics History-taking
- 01.06 - RIME and ACGME
- 01.07 - Providing Feedback
- 01.08 - Debrief of Providing Feedback
- 01.09 - Wrap-up - Video Discussion
- 01.10 - How to Provide Feedback
- 01.11 - Lumbar Puncture Procedure Roleplay
- 01.12 - Debrief of Lumbar Puncture Video
- 01.13 - Anesthesia Case Feedback
- 01.14 - Debrief of Anesthesia Case Feedback
- 01.15 - Wrap-up
Readings
- Course Syllabus
- READ: Unit 1 - Providing Feedback
- Help us learn more about you!
Quizzes
- Feedback Improvement Plan
- Feedback Knowledge Test
Videos
- 02.00 - Unit 2 Introduction
- 02.01 - Orienting Your Learner
- 02.02 - Orienting the Learner - Student Perception
- 02.03 - Model for ORIENTing the Learner
- 02.04 - Vignette: Orientation to Clinic 1
- 02.05 - Debrief of Orientation 1
- 02.06 - Vignette: Orientation to Clinic 2
- 02.07 - Debrief of Orientation 2
Reading
- READ: Unit 2 - Orienting The Learner
Quizzes
- Orientation Improvement Plan
- ORIENT Knowledge Test
Videos
- 03.00 - Unit 3 Introduction
- 03.01 - What is RIME?
- 03.02 - Patient With Abdominal Pain
- 03.03 - Pediatric Case
- 03.04 - Smoking Counseling
- 03.05 - Chest Pain Case
- 03.06 - Another Patient With Chest Pain
- 03.07 - Young Woman With Chest Pain and Shortness of Breath Case
- 03.08 - Patient With Hand Pain
- 03.09 - How to Incorporate RIME in Your Practice
Reading
- READ: Unit 3 - Using the RIME Model
Quizzes
- RIME Action Plan (RIME)
- RIME Knowledge Test
Videos
- 04.00 - Unit 4 Introduction
- 04.01 - What is Entrustment?
- 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience
- 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience
- 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic
- 04.05 - Faculty Factors Affecting Entrustment
- 04.06 - Other Factors Affecting Entrustment
- 04.07 - Entrustment in Vitro
- 04.08 - Josh and Emily
- 04.09 - Debrief of Josh and Emily
- 04.10 - Joe and Morgan
- 04.11 - Debrief of Joe and Morgan
- 04.12 - Emily and Morgan Evaluating Patient with Chest Pain
- 04.13 - Debrief of Chest pain - Emily and Morgen
- 04.14 - Melissa and Emily and Pediatric Resuscitation
- 04.15 - Debrief of Emily and Melissa
- 04.16 - Bedside Rounds
- 04.17 - Debrief of Bedside Rounds
- 04.18 - Rounds 2
- 04.19 - Ben and Team CPR
- 04.20 - Debrief of Ben and Team CPR
- 04.21 - How Do We Entrust?
- 04.22 - Dr. Andy Oden
- 04.23 - Dr. Meg Wolff
- 04.24 - Dr. Michelle Caird
- 04.25 - Tips to Entrustment
Reading
- READ: UNIT 4 - Entrustment and Autonomy
Quizzes
- Entrustment Improvement Plan
- Entrustment Knowledge Test
Videos
- 05.01 - Introduction - Teaching in the OR and Beyond
- 05.02 - Briefing
- 05.03 - Debriefing of Briefing
- 05.04 - IntraOperative Teaching
- 05.05 - Debrief of Procedure Placement of Staples
- 05.06 - Procedure: Foley Placement
- 05.07 - Debrief of Procedure: Foley Placement
- 05.08 - Teaching a Student
- 05.09 - Debrief of Teaching a Student
- 05.10 - Orchiectomy Teaching
- 05.11 - Debrief of Teaching Orchiectomy Teaching
- 05.12 - Prostatectomy Teaching
- 05.13 - Debrief of Teaching Prostatectomy Teaching
- 05.14 - Debriefing
- 05.15 - Debrief of Debriefing
- 05.16 - Debriefing of Complication
- 05.17 - Debrief of Debriefing of Operative Complication
- 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee
- 05.19 - Dr. Vesna Ivancic
- 05.20 - Dr. Bakshi
- 05.21 - Dr. Rebecca Hong
- 05.22 - Caveats and Things to Remember
Reading
- READ: Unit 5 - The BID Model for Clinical Teaching
Quizzes
- BID Improvement Plan
- BID Knowledge Test
Videos
- 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching
- 06.01 - Introduction: What is Evidence Based Medicine?
- 06.02 - Adult Learning and Overview
- 06.03 - How to form a PICO question
- 06.04 - Forming a Question with a Resident
- 06.05 - Resident Searching the Literature
- 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question
- 06.07 - Forming a question and searching the literature with a student
- 06.08 - Debrief of student outpatient EBM teaching - forming a question
- 06.09 - Appraising the Literature
- 06.10 - Resident Appraising the Literature
- 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature
- 06.12 - Student appraising the literature
- 06.13 - Debrief of student outpatient EBM teaching - appraising the literature
- 06.14 - Implementation and apply the evidence
- 06.15 - Faculty tips for how to use EBM in the inpatient setting
- 06.16 - Faculty tips for how to use EBM in the outpatient setting
- 06.17 - Putting It All Together
Reading
- How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
Quizzes
- EBM Improvement Plan
- EBM Knowledge Test
Discussion Prompts
- Describe the characteristics that made this a high yield learning experience.
- What was done well in each session of engaging the learner to formulate a good question?
- What is your action plan to help learner formulate a question?
- What was done well in each session of appraising the literature?
- What is your action plan to help learner to Appraise and Review the Literature?
- Think about your setting. How will you incorporate the evidence into your practice?
- Think about your setting. Putting it all together, how will you teach evidence based medicine?
Instructors
UM–Ann Arbor Frequently Asked Questions (FAQ's)
The course will take approximately 16 hours to finish.
This programme will be taught in online mode.
Yes, this course is free of cost.
This course offers a flexible deadline where the students can fix the deadlines according to their schedule.
Students will complete the course after passing all the graded assignments.