Archives: Modules

BCH Teaching Certificate Program

Welcome!

This website is your home base for the The Boston Children’s Department of Education’s Teaching Certificate Program. The program consists of 8 content sections and 5 observation/coaching activities.

Under the Module Content Section below, you will find a listing of the core certificate sessions, the elective BCH Academy professional development seminars, and an overall course evaluation form. All of these components must be completed prior to graduation. We have included pre-readings for each of the core certificate sessions and post-session reflection assignments that must be uploaded <6 weeks after the session.

We prefer that you attend certificate sessions live or synchronously, and CE credits are only available when participating in a live session, in-person or online. The session recordings are provided only as a final option for graduation purposes. CE credits are not granted for viewing recorded sessions online.

Under the Activities Section, you will find fields for you to notate the dates and times when you completed the Master Teacher, Peer Observation, and three Coaching Meetings. We ask that you complete these activities in your first year of the certificate program. These activities are independent from the seminar sessions. A program feedback form needs to be completed prior to graduation.

Overview

Education is a core mission of Boston Children’s Hospital. Teaching and training happens across the hospital for learners on a daily basis; however, health professionals are often asked to assume teaching roles without prior training in educational principles or teaching methods.1 Boston Children’s Department of Education’s Teaching Certificate Program offers health professionals a pathway to greater knowledge of educational principles and clinical teaching practices, while providing meaningful hands-on instruction that improves knowledge, skills, and attitudes. The program includes an annual seminar series focusing on core educational principles, teaching strategies, and best instructional practices. Sessions are taught by health professions educators who possess advanced degrees in education or have undergone intensive educational fellowships or programs. Program facilitators, possess extensive real-life experience, model best educational strategies, and foster the transfer of learning to actual teaching practices.2

Target Audience

Health Professionals who are new to teaching or would like to further develop their understanding of educational principles and their application to clinical settings across the Boston Children’s enterprise.


1Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006;28(6):497-526. doi:10.1080/01421590600902976


2Yelon SL, Ford JK, Anderson W a. Twelve tips for increasing transfer of training from faculty development programs. Med Teach. 2014;1-6. doi:10.3109/0142159X.2014.929098

Objectives

Upon completion of Boston Children’s Teaching Certificate Program, participants will be able to:

1. Apply adult learning principles and determine best teaching practices for an array of clinical teaching venues.

2. Determine effective educational strategies to promote competency and growth in one’s learners.

3. Use reflection, observation, and coaching to further professional development as a teacher.

Lori Newman, MEd
Director, Teaching Certificate Program

Kathleen Huth, MD, MMSc, FRCPC
Associate Director, Teaching Certificate Program

Alan Leichtner, MD, MSHPEd
Chief Education Officer and Director of the Department of Education

Teaching Certificate Program Core Session Schedule

(See the BCH Academy seminar schedule here to sign up for the elective Academy professional development seminars — Reflections are not required)

Disclosure Policy

Boston Children’s Hospital adheres to all ACCME Essential Areas, Standards, and Policies. It is Boston Children’s policy that those who have influenced the content of a CME activity (e.g. planners, faculty, authors, reviewers and others) disclose all relevant financial relationships with commercial entities so that Boston Children’s may identify and resolve any conflicts of interest prior to the activity. These disclosures will be provided in the activity materials along with disclosure of any commercial support received for the activity. Additionally, faculty members have been instructed to disclose any limitations of data and unlabeled or investigational uses of products during their presentations.

The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported no relevant financial relationships with any entity producing, marketing, reselling, or distributing health care goods or services consumed by, or used on patients.

The following course faculty have reported no disclosures:

Lori Newman, MEd (Director, Teaching Certificate Program)

Kathleen Huth, MD, MMsc-Medical Education, FRCPC (Associate Director, Teaching Certificate Program)

Alan Leichtner, MD, MSHPEd (Chief Education Officer, Executive Director, Department of Education)

Emily Crossen, MSN, RN, CPHON

Eva Gomez, MSN, RN, NPD-BC, CPN

Beth Harper, MD

Joshua Nagler, MD

Shelly Pignataro, MSN, RN, NPD-BC

Ariel Winn, MD

Select a group link to see fellow learners from your cohort. We encourage you to create or update your profile by adding a photo, your degree and department, and telling us about your interests. To edit your profile, select ‘My Profile’ at the top/right of the page, then select the ‘Profile’ tab.

2019-2021 Group

2020-2022 Group

If after review the contents below you still have questions or need help, please contact:

medicaleducation@childrens.harvard.edu

How to Log in

You must be registered for this website and logged in to access course content. If you are having trouble logging in to this course website, please click on “Lost Your Password?” on the login page and enter the email address you registered with. You will receive an email with a link to reset your password.

How to Access the Course

Once you are logged in, this course can be accessed at any time from the Modules tab under the My Profile link at the top right of any page. 

How to Navigate the Course

How to Check Your Progress and Review Submissions

You can review any submissions you’ve made by selecting the arrow next to the BCH Teaching Certificate Program title in the modules list under your profile. From the list of completed activities, select the clipboard icon under the statistics column.

How to Edit Your Profile

If you are logged in, you can edit your profile at any time. Select My Profile in the upper right corner of any page, the select “Edit” under the “Profile” tab.

Adolescent Medicine 2021

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Overview

This course is designed for physicians, nurse practitioners, and other health professionals involved in the medical care of adolescents and young adults. The objective is to stimulate the health professional to become more knowledgeable about the diagnosis and management of a wide variety of adolescent medical, emotional and social problems and to become more proficient in providing office-based preventive services and counseling to adolescents.

Course Format

The Adolescent Medicine 2021 course will be fully digital and presented via Zoom. The dynamic learning format of the course has been optimized for the virtual classroom and will include lectures, hot topics with question and answer sessions, interactive workshops, and meet the professor discussions. The goal is to enhance the health care of adolescents through adoption of evidence-based practice and innovations in office practice.

Course Directors 

Catherine M. Gordon, MD, MS
Rebecca Flynn O’Brien, MD
Kathleen Waddicor, RN, BSN, CPN
Elizabeth R. Woods, MD, MPH

Objectives
Upon completion of this course, participants will be better able to:

1. Integrate findings from research and clinical innovations with the delivery of adolescent patient centered care.

2. Apply the principles of quality improvement, addressing systems and practice issues, into clinical activities.

3. Model communication skills with adolescents and their families.

4. Identify the newest recommendations for topics such as adolescent vaccinations and TB testing, sexually transmitted infections, HIV pre-exposure prophylaxis (PrEP), and treatment of ARFID.

5. Develop strategies to diagnose, treat or manage adolescent conditions, including; hypertension, obesity, chronic disease, gynecologic issues, and substance abuse.

Accreditation In support of improving patient care, Boston Children’s Hospital is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.


Physicians
Boston Children’s Hospital designates this live activity for a maximum of 17.75 AMA PRA Category 1 Credits ™. Physicians should claim only credit commensurate with the extent of their participation in this activity. 

AAPA accepts AMA category 1 credit for the PRA from organizations accredited by ACCME.

Nurses
Boston Children’s Hospital designates this activity for 17.75 contact hours for nurses. Nurses should only claim credit commensurate with the extent of their participation in the activity. 

Psychology
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibly for the content of the programs.

This course has been approved for 17.75 continuing education credits. 

Social Work
As a Jointly Accredited Organization, Boston Children’s Hospital is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Boston Children’s Hospital maintains responsibility for this course. Social workers completing this course receive 17.75 ACE CE continuing education credits


Risk Management
Opioid and prescription drug misuse, challenging legal issues in adolescent medicine, the adolescent vaping epidemic, and Treatment of Cannabis Use Disorders in Primary Care meets the requirements for 2.5 Risk Management Credit as proscribed by the Massachusetts Board of Registration in Medicine and defined in 243 CMR 2.06(5)(d) I. This includes 1 credit of Opioid Education and Pain Management Training. The Massachusetts Board of Registration in Medicine has reviewed and approved the course to fulfill the state opioid training requirement.
 

Disclosure policy

Boston Children’s Hospital adheres to all ACCME Essential Areas, Standards, and Policies. It is Boston Children’s policy that those who have influenced the content of a CME activity (e.g. planners, faculty, authors, reviewers and others) disclose all relevant financial relationships with commercial entities so that Boston Children’s may identify and resolve any conflicts of interest prior to the activity. These disclosures will be provided in the activity materials along with disclosure of any commercial support received for the activity. Additionally, faculty members have been instructed to disclose any limitations of data and unlabeled or investigational uses of products during their presentations.

The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported no relevant financial relationships with any entity producing, marketing, reselling, or distributing health care goods or services consumed by, or used on patients.

The following course faculty have reported the following disclosures:

Zoom Information:

Prior to the start of the webinar, please ensure that you have a zoom account. If you do not, please create one.

How to join and participate in a webinar

Evaluation Information:

At the completion of the live webinar a post-conference email from cmedepartment@childrens.harvard.edu will grant you access to the online evaluation. Once you complete the evaluation, your CE certificate will be automatically generated.

Support

For technical issues with this site, please contact:

cmedepartment@childrens.harvard.edu.

You must be registered for the conference and logged in to this website to access course content. If you are having trouble logging in to this conference website, first please make sure:

  1. you are logging in to this conference site with the same email address used to register (see your registration confirmation)
  2. you are using the password Bresnan2020 to log in to this conference website

If you have successfully logged in to this website, but are unable to access content, you may have registered for a different conference package. Please check your registration confirmation email (if you did not receive a registration confirmation, please check your spam email folder).

Once you are logged in, this page can be accessed at any time from the Modules tab under the My Profile link at the top right of any page. 

***GIF

Medical Staff Organization Online Modules

Welcome to the Medical Staff Organization (MSO) online continuing education modules. These courses have been specifically designed for the MSO for the Massachusetts Board of Registration in Medicine CE and Risk Management requirements for license renewal. Content development is led by the President of the MSO and leadership team along with the Continuing Education (CE) Department. Modules will be presented by highly skilled practitioners, content will range from end of life care to COVID updates to legal topics. This is a virtual self-paced continuing education course, you can choose any module at any time. New content will be added on a regular basis.

NOTE: this site does not support single sign-on with your BCH network credentials, unique log-in is required. If you have successfully logged in to the site and do not see the modules listed below, please contact: cmedepartment@childrens.harvard.edu.

You must be logged in to this site to be able to access the modules. As an MSO member you been pre-registered for the site and the MSO Modules, and should have received a welcome email with instructions on completing your registration.

To log in and access the MSO Modules:

1. Select ‘Login’ at the top of the page and log in to the site.

2. If you you need to create a password or have forgotten your password, click on “Lost your password?” to receive an “reset password” link via email.

3. Once logged in, select ‘My Profile’ at the top of the page, and then select the ‘Modules’ tab. You should see a link to the MSO Modules.

In support of improving patient care, Boston Children’s Hospital is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

You may access and print certificates earned here any time. See the help tab for more on viewing/printing certificates. All credits will also be recorded on your CloudCME transcripts, which are available for download 24/7 in the “Transcripts” area of the portal – credits earned do not disappear from transcripts. https://bostonchildrens.cloud-cme.com/cme/?P=1001

Support

You must be registered for this website to access modules. As an MSO member you should have been pre-registered. To log in and return to the MSO modules, select ‘Login’ at the top of the page, then select the ‘Modules’ tab under ‘My Profile’. If you do not see the MSO Modules listed below, please contact:

cmedepartment@childrens.harvard.edu.

How to view/print certificates

To view/print a module certificate at any time after you have completed an activity, select ‘Modules’ under ‘Profile’ above, then select the arrow next to the module title.

All credits will also be recorded on your CloudCME transcripts, which are available for download 24/7 in the “Transcripts” area of the portal – credits earned do not disappear from transcripts. https://bostonchildrens.cloud-cme.com/cme/?P=1001

Learning Style Assessment

You should receive an outside email inviting you to complete the Kolb Learning Style Assessment. Please complete this prior to the first in-person session.

To indicate you have completed the Kolb Assessment, select “Finish Activity” below.

Pediatric Pulmonology Fellowship Orientation

Welcome to our fellowship! We are so excited that you are here. Our goal is to make your transition to Boston Children’s a smooth one. This online module is core component of your orientation. Please complete the sections below, and feel free to download any of the documents to use as a reference throughout your fellowship. And please don’t hesitate to reach out to us with any questions, concerns, or suggestions throughout your time at Children’s. We are looking forward to working and learning with you!

Debra and Alicia

Designing a Teaching Session

Required Assignments

If you are unable to attend the face to face session, you will have the option of reviewing the recorded session below after the live event. Please complete the assignments below regardless of whether you attend the seminar in person or view it online.

Leadership Seminar for Surgical Residents

There will be a 6-month leadership seminar for you as surgical subspecialty residents at Boston Children’s Hospital. The reasons for the leadership seminar are: (1) the present inadequacy in team communication and leadership education and training surgeons receive early in their career and; (2) the high risk surgeons and their patients face if they and their teams perform poorly in the operating room due to non-technical elements of care delivery.  

The seminar will run the 6 months of your surgical subspecialty residency in coordination with your technical training and surgical content education. The design of the seminar is for interweaving of leadership skill acquisition and practice with your surgical training before you become independent faculty and practitioners responsible for your own operating room team performance.  Reading, reflection, visual observation, role modeling, simulation, and real case performance will all be used to acquire non-technical skill and execute on surgical coordinated team based care.

The orthopaedic surgery residents will all meet together monthly with selected faculty. The seminar will be divided into modules with quarterly assessments of competency progression.  There will be repeated reflection, reading, and observational assignments to motivate leadership development. Mentoring will be an essential part of the program. There will be cross subspecialty mentoring to maintain confidentiality.

Leadership Seminar Overview

Preconception or Misconception

  • Leaders are Born
  • Leadership is Intuitive

Building Expertise

  • Reading, observing, discussing, reflecting
  • Reading on leadership and management
  • Observations, reflections cumulative throughout the year

Active:

  • Participating in surgery with progressive responsibility and structured feedback
  • Simulation Performance with feedback
  • Case Scenarios

The educational plan is for learning to be transformative in affect, attitude and behavioral domains. Passive and active exercises are designed to dispel preconceptions and misconceptions on leaders and leadership. Building knowledge first, and then progressing to building expertise. Therefore, as the seminar moves through modules, role playing, audio-video review and environmental observations both in simulation and in real working environment will be used.

The lack of protected time could be a limiting factor to your reading and to completion of complex problem based or team based learnings. However, the seminar is coincidental with your clinical residency. The reading will be limited but worthwhile. We hope the influence of engaged, caring mentors, the commitment of your chiefs to this program, and the reality of your looming future beyond residency will be motivation enough. The reality of life beyond the walls of your residency will heighten your engagement and learning. The seminar provides you the opportunity for peer review and real time mentor feedback confidentially in domains not always provided.

The learning objectives of the course are as follows:

  1. achieve sustainable advances in your leadership and communication skills.
  2. understand and recognize how attitudes, behaviors and varying skill levels (you and others) contribute to operating room efficiency, safety and quality.
  3. recognize and understand your essential role as a leader of the overall operating room performance.
  4. understand how this 6 month leadership seminar contributes to your lifelong career goal of engagement in patient safety and quality improvement.

Your formative assessments will be monthly in seminar and the summative assessments will be quarterly. Similarly, you will assess the program module by module and summatively quarterly and at the end of the seminar. You all will help us make this better and better as we go on to next year’s seminar and beyond.

Finally, you will become “teammates” in many ways, a very important aspect of leadership.

Formative Assessments

We will limit reading to a few articles and/or videos per week. The in seminar discussion will be robust, case based.

I. Individual Leader’s Understanding of Themselves, Style, strengths, and Vulnerabilities

  • PRISM Profile
  • Kolb Learning Assessment
  • Case Scenarios

II. Observational videos  STRATA BWH/ACS, SIMPeds Ortho BCH

  • NOTSS, ANTS, SPLINTS scoring
  • Facilitated discussion group review

III.

  • Real Event Analysis and Learning (REAL) of operative case in OR.
  • Case Scenarios

Course Director: Peter Waters, MD, MMSc

Course Coordinator: Sarah Sarnie

Surgical Subspecialty Departmental Educators

Orthopaedic Surgery & Sports Medicine:
Peter Waters, MD, MMSc
Donald Bae, MD
Collin May, MD

In order to facilitate activity beyond in-person sessions throughout the seminar, we have set each team up with an online group space. Group spaces enable team members to upload/download document to share among group members, conduct online discussion, and plan events. Select a team to visit its group page:

Donald Bae, MD-Faculty Lead
Tracy Townsend, MD-Fellow Faculty
Lucas Annabell, MD-Fellow Faculty
Alex Crawford
Harry Lightsey
 CJ Nessralla
Andrew Sawires
Diana Lee (1/25 – 4/11)
William Dotterweich (4/12-6/20)  

Collin May, MD- Faculty Lead,  
Sreeharsha Nandyala, MD-Fellow Faculty, Akshay Seth, MD-Fellow Faculty
David Evans
Matthew Lindsey
Grace Xiong
Timothy McManus (2/8-4/18)
Travis Wright (4/19-6/21 )

Leadership Seminar for Surgical Fellows

Starting in August 2020, there will be a year-long leadership seminar for you as surgical subspecialty fellows at Boston Children’s Hospital. The reasons for the leadership seminar are: (1) the present inadequacy in team communication and leadership education and training surgeons receive early in their career and; (2) the high risk surgeons and their patients face if they and their teams perform poorly in the operating room due to non-technical elements of care delivery. 

The seminar will run the full year of your surgical subspecialty fellowship in coordination with your technical training and surgical content education. The design of the seminar is for interweaving of leadership skill acquisition and practice with your surgical training before you become independent faculty and practitioners responsible for your own operating room team performance.  Reading, reflection, visual observation, role modeling, simulation, and real case performance will all be used to acquire non-technical skill and execute on surgical coordinated team based care.

The orthopaedic surgery, otolaryngology, plastic surgery and urology surgical fellows will all meet together monthly with selected faculty. The seminar will be divided into modules with quarterly assessments of competency progression.  There will be repeated reflection, reading, and observational assignments to motivate leadership development. Mentoring will be an essential part of the program. There will be cross subspecialty mentoring to maintain confidentiality.

Leadership Seminar Overview

Preconception or Misconception

  • Leaders are Born
  • Leadership is Intuitive

Building Expertise

  • Reading, observing, discussing, reflecting
  • Reading on leadership and management
  • Observations, reflections cumulative throughout the year

Active:

  • Participating in surgery with progressive responsibility and structured feedback
  • Simulation Performance with feedback
  • REAL performance (independent surgery) with feedback
  • Case Scenarios

The educational plan is for learning to be transformative in affect, attitude and behavioral domains. Passive and active exercises are designed to dispel preconceptions and misconceptions on leaders and leadership. Building knowledge first, and then progressing to building expertise. Therefore, as the seminar moves through modules, role playing, audio-video review and environmental observations both in simulation and in real working environment will be used.

The lack of protected time could be a limiting factor to your reading and to completion of complex problem based or team based learnings. However, the seminar is coincidental with your clinical fellowship. The reading will be limited but worthwhile. We hope the influence of engaged, caring mentors, the commitment of your chiefs to this program, and the reality of your looming future beyond fellowship will be motivation enough. The reality of life beyond the walls of your fellowship will heighten your engagement and learning. The seminar provides you the opportunity for peer review and real time mentor feedback confidentially in domains not always provided.

The learning objectives of the course are as follows:

  1. achieve sustainable advances in your leadership and communication skills.
  2. understand and recognize how attitudes, behaviors and varying skill levels (you and others) contribute to operating room efficiency, safety and quality.
  3. recognize and understand your essential role as a leader of the overall operating room performance.
  4. understand how this year long leadership seminar contributes to your lifelong career goal of engagement in patient safety and quality improvement.

Your formative assessments will be monthly in seminar and the summative assessments will be quarterly. Similarly, you will assess the program module by module and summatively quarterly and at the end of the seminar. You all will help us make this better and better as we go on to next year’s seminar and beyond.

Finally, you will become “teammates” in many ways, a very important aspect of leadership.

Monthly Formative Assessments

We will limit reading to a few articles and/or videos per week. The in seminar discussion will be robust, case based.

Leadership Building Blocks Quarterly Assessments

I. August – September 2020

  1. Individual Leader’s Understanding of Themselves

  1. Style, strengths, and vulnerabilities

  1. PRISM Profile
  2. Kolb Learning Assessment
  3. Case Scenarios




II. November 2020

  1. Observational videos STRATA BWH/ACS, SIMPeds Ortho BCH

  1. NOTSS, ANTS, SPLINTS scoring
  2. Facilitated discussion group review



III. February 2021

  1. Simulation Session Operative Case led by Fellow with video review
  2. Case Scenarios



IV. April-May 2021

  1. Real Event Analysis and Learning (REAL) of operative case in OR led by Fellow
  2. Case Scenarios


Course Director: Peter Waters, MD, MMSc

Course Consultants: Chris Newell

Course Coordinator: Sarah Sarnie


Surgical Subspecialty Departmental Educators

Orthopaedic Surgery & Sports Medicine:OtolaryngologySimPEDSPlastic SurgeryUrology
Peter Waters, MD, MMScMichael Cunningham, MD, FACSPeter Weinstock MD, PhDIngrid Ganske, MDCarlos, Estrada, MD, MBA
Mininder Kocher, MD, MPHGi Lee, MD, EdMBonnie Padwa, DMD, MDCaleb Nelson, MD, MPH
Benton Heyworth, MD
Benjamin Shore MD, MPH, FRCSC

In order to facilitate activity beyond in-person sessions throughout the seminar, we have set each team up with an online group space. Group spaces enable team members to upload/download document to share among group members, conduct online discussion, and plan events. Select a team to visit its group page:

Michael Cunningham
Benjamin Shore
Bonnie Padwa
Mininder Kocher
Ingrid Ganske
Caleb Nelson
Benton Heyworth
Gi Lee
Carlos Estrada
David Alcoloumbre
Daniel Balkin
Rena Xu
Robert Parisien
Ariana Greenwell
Duncan Morhardt
Erica Sher
Sreeharsha Nandyala
Akshay Seth
Thomas Chung
Tara Baxter
Karen Carver
Aditi Majumdar
Tracy Townsend
Mahad Hassan

LONGWOOD NEUROLOGY COMBINED GRAND ROUNDS Online

Welcome to Neurology Grand Rounds Online. Here you can view select presentations from the Longwood Neurology Combined Grand Rounds. CME credit is available for some of the online presentations. Where available, CME credit requires successful completion of a short quiz.

Pediatric Emergency Medicine

Welcome to the BCH Pediatric Emergency Medicine Case Curriculum. This curriculum will introduce you to common pediatric cases seen in the PED and help you consider the evidence-based principles supporting the evaluation and management of a spectrum of pediatric illness.

Each module progresses through a case presentation. There is no time limit, though each case will likely take approximately 15 minutes to run through. For each section of the module below, please

1. work through the module,

2. complete the quiz activity,

3. complete the module evaluation (optional).

Introduction to Pediatric Flexible Bronchoscopy

Welcome!

Welcome to Boston Children’s Hospital’s online Introduction to Pediatric Flexible Bronchoscopy. This module provides key concepts and procedural demonstrations for performing flexible bronchoscopies in infants and children. It provides an orientation for pediatric fellows in advance of live simulation training, as well as knowledge and skill maintenance for experienced bronchoscopists.

Structure

  • The module is comprised of sections with sub topics. You must work through the module sections and topics in the order presented. Once you have completed a section or topic, you can go back to it, but you can’t move forward until you complete the previous section or topic.
  • Selecting “Finish Activity” will advance you to the next section or topic. You can move among completed sections  or topics with either the menu on the right, or with the links in the content pages.
  • When you have completed all module content, including tests and assessments, the progress bar will fill in with green completely, and all check marks will be green.
  • Self Assessment: Completing before/after self assessments about your comfort level with pediatric flexible bronchoscopy concepts and procedures will help us gauge impact. Please be sure to select “Submit” on the assessment forms.
  • Pre/Post tests: You must complete the same quiz prior to starting and upon completion of the course, so that we can assess knowledge acquisition and efficacy of course content.
  • Note that all videos in the course can be viewed in full screen by selecting the icon in the bottom right corner of the video player. To leave full screen mode, select the icon again or escape on your keyboard.

Overview Video

 

Cognitive Biases & How they Manifest in Clinical Cases

Kathleen Huth, MD leads a discussion to get us all thinking about our own cognitive biases. Her presentation is entitled

“Thinking about Thinking: Recognizing & Mitigating Cognitive Bias in Pediatric Clinical Care”

Practicum

In order to satisfy the teaching certificate requirements you must arrange three sessions with a senior educator, who will observe your teaching and provide feedback.

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