Curriculum

Main Content

Clinician Educator Track

I. Description of Course

The Pediatric Clinical Educator Track (PCET) is a two-year longitudinal course that is an elective track in which two residents (Peds PGY2, MP PGY3, or Peds Neuro PGY4) are chosen through an application process. PCET is being established with the hope of fostering interest and engagement in Pediatric academic medical education. This course is designed to provide a basis for learning the principles of clinical and medical education.

The goals of the program include:

  • provide a foundation of basic teaching skillslearn methods for preparing and delivering didactics in a variety of educational settings
  • Use tools to critically analyze and produce educational scholarly work
  • Learn effective methods of evaluation & feedback.

II. Selection for Participation

Pediatric Residents will apply in the spring of their PGY-1 year; Med/Peds as PGY-2’s, and and Peds neuro as PGY-3’s. Their application will include a statement of interest, personal goals for the course, and an updated CV. Resident selection will be made by the course directors with final approval by respective program directors (Drs. Crout, Henson, and Parker).

III. Schedule

  • Year 1, Year 2
  • Pediatric residents: PGY-2, PGY-3
  • Med/Peds residents: PGY-3, PGY-4
  • Peds Neurology Residents: PGY-4, PGY-5
    • Year 1:
      • Participation in the Stanford Medical Educator’s course in June (during CET elective month). This course is taught by Dr. Lyssa Weatherly, and typically occurs 4-6 PM after M3 Bootcamp. Peds CET residents will join the Med CET residents for these sessions. The course is divided into ~ 6 sessions and are focused on teaching clinical education with some didactics geared more towards leadership and careers in academic medicine.
      • Assistance in teaching the M3 Bootcamp (Transitions to Clinical Medicine) course in June
      • Assistance with teaching IMP1/ IMP2 small groups throughout the fall & winter. Dates and times scheduled by the respective course directors. Residents should only sign up when they are available and free of clinical duties.
    • Year 2:
      • Assistance in Teaching the M4 Bootcamp (Transitions to Residency) course in March.
      • Assistance in teaching at Pediatric M4 interest lunches (by Dr. Mitchell Hobbs)
      • Participation in a Leadership course and/or other Professional development course (e.g. Disney Leadership training program, Emotional Intelligence Course)
      • Leading Pediatric didactics (Noon conference, sign ins, Problem solving) 3rd year of residency

IV. Course Objectives

  1. Deliver content using a broad repertoire of teaching methods for multiple levels of learners
  2. Use a categorical framework for evaluation and analysis of teaching
  3. Describe the administrative structure of the entities involved in medical education and identify the regulatory issues that are involved in medical education and training
  4. Describe teaching beliefs and construct a personal teaching philosophy statement
  5. Construct a temple for a teaching portfolio for medical educators
  6. Design a curricula with goals and objectives
  7. Receive and provide effective and corrective feedback, and reinforcing feedback that motivates change

V. Teaching Methods

  • Teaching methods for this course are varied, including traditional large-group didactic sessions, small group interactive sessions, and one-on-one evaluations with feedback.
  • Didactic Sessions will include:
    • Building a CV
    • Creating a teaching portfolio
    • Designing a course and a course curriculum
    • Giving effective feedback
    • Writing effective evaluations
    • Effective bedside teaching
    • Creating interactive and effective lectures
    • Creating an effective educational workshop

VI. Assignments

  • Residents must be present for all scheduled sessions unless discussed with the course directors
  • Residents will complete the Stanford’s clinical Teaching Program
  • Residents will participate in the M3 Bootcamp transition to clinical medicine course in June of Year 1
  • Residents will participate in the M4 Bootcamp transitions to residency course in March of Year 2
  • Residents will learn how to prepare and initiate a teaching portfolio
  • Residents will observe and give feedback on a peer’s teaching
  • Residents will complete at least 12 hours of teaching each year for a total of 24 hours by graduation
  • Residents will give a lecture to their peers on a self-determined topic

VII. Assessment Methods

Feedback on teaching performances will be given throughout the course, but assessment will be based on attendance and completion.