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A Toolbox for Effective Clinical Teaching (Blended)
Practice tools to teach more effectively, and work in teams to solve common learner challenges in both inpatient and outpatient clinical settings.
 2 CME available
Creating and Aligning Learning Objectives
Create meaningful learning objectives, their alignment across different levels of a curriculum, and the alignment of objectives, activities, and assessments.
 No Credit
Effective Feedback & Written Evaluation: Developing Competent Clinicians (Blended)
Learn what effective feedback is, what makes it work, and how to deliver it well through written evaluation. 
 
 2.25 CME available
Facilitating Learning in Small Groups
Learn to effectively facilitate small group learning!. 

Required for Admittance into the following workshop:
  • Learning in Small Groups: How to Make it Work
 No Credit
Foundational Principles of Adult Learning
Learn foundational adult learning principles to improve your course teaching efficacy!

This module contains:
  • 2 multimedia presentations (Required)
  • Feedback Evaluation (Required)
 No Credit
Integrating In-Person and Online Learning
This module contains multimedia elements, downloadable files, and links to webpages that assist educators in combining in-person and online learning  into their instructional material.

This module contains:
  • Four multimedia presentations (Required)
  • Downloadable resources and links to other web resources (Optional)
  • A self-assessment exame o guage your understanding (Required)
  • A Learning and Feedback Evaluation to guage your course experience (Required)
Completion of this module is required for admittance into the following workshops:
  • Integrating In-Person and Online Learning
 No Credit
Integrating Online and In-Person Learning (Blended)
Design blended learning experiences that align with how people form memories and reduce inequities caused by lecture‑heavy teaching.
 2.75 CME available
Learning in Small Groups: How to Make It Work (Blended)
Design research‑informed Team-Based Learning (TBL) and Problem-Based Learning (PBL) learning experiences.
 2.75 CME available
Learning Peer Observation Support Effective Teaching (POSET)
 Observing a peer teacher, both to provide feedback and to learn from a colleague, is an effective process for improving one's teaching. Learning Peer Observation in Support of Effective Teaching (POSET) prepares educators to conduct effective, confidential, and formative peer observation of teaching.
 0.75 CME available
Peer Instruction with Audience Response Systems
In this module, educators are introduced to the best practice of using audience response systems during instruction to engage students.  Typical audience response systems include physical "clickers" (e.g., iClicker) or web-based tools (e.g., PollEverywhere, Kahoot!, Learning Catalytics):

This module contains:
  • 1 Interactive Multimedia (required)
  • 14 extra resources (optional)
  • 1 exam (required)
 No Credit
Planning and Obtaining CME Credit
This self-paced learning experience is designed for faculty planners and staff coordinators submitting CME applications to SOM Continuous Professional Learning.  The interactive module focuses on common weaknesses of CME applications that lead to revisions along with tips for strengthening the learning opportunities during your activities and assuring capture of data necessary for completing annual outcome summaries.
 1 CME available
Providing Feedback and Evaluating Learners

Clinicians who serve as educators are required to evaluate the competence of learners and to provide them with feedback that improves their performance. This module is designed to engage you in deepening your teaching processes and skills, thus providing you the background and tools to accomplish both goals.
 1.5 CME available
Recognizing and Treating the Common Hispanic Mutation (CCM1)
When is a stroke not a stroke, or a tumor not a tumor? This is a distinct possibility in New Mexico, where Cerebral Cavernous Malformations (CCM1), an otherwise rare genetic disorder exhibiting symptoms similar to many ailments including strokes and brain tumors, exists among a considerable amount of the New Mexican population.  This brief course guides healthcare providers to properly identify and manage the symptoms of the CCM1, so they can provide high-value patient care and avoid misdiagnosis.
 1 CME available
Research-Based Practices to Improve Your Didactic Presentations (Blended)
Learn how to design and use researched supported PowerPoint slides and activities to enhance learning and audience interactivity.
 2.5 CME available
Resident as Educators (RAE)
 No Credit
Teach-Back for Best Health Outcomes
Conveying clear, concise, and retained information to patients is paramount for ensuring improved long term patient outcomes, safety, and decision-making. Yet, how can providers consistently provide this information, in the face of the ever increasing clinical demands and time constraints?  The answer is Teach Back, a structured, five-step method that enables clinicians to efficiently deliver essential, retained information to their patients. By the end of this course, providers will be able to integrate the Teach Back method seamlessly into their clinical workflow, elevating their quality of care delivered to their patients. 
 1 CME available
Teaching in the Clinic and Hospital
Learn how to seamlessly integrate learners into your inpatient or outpatient clinic.
 No Credit
Teaching with Cases

Learn about several case-based teaching methods.
 No Credit
Teaching with Limited Time While Providing Patient Care in the Outpatient Setting
This course is designed to help physician educators successfully teach in outpatient-care settings when time is limited. The three Learning Units will engage you in deepening your teaching processes and skills.
 2.5 CME available
Team-Based Learning (TBL)
Learn the methods for effectively implementing Team-Based Learning within your courses.
 No Credit
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