Teaching and Learning Courses by Request

Education Program Evaluation

In clinical education programs, a program’s worth or merit is often anchored in specific outcomes based on accreditation requirements. This session will guide participants on how to work backwards from accreditation requirements to evaluate one’s program and ensure that it meets the outcomes that have been established.

Introduction to AndragogyTeaching Adult Learners

Adults do not learn the same way children do. Unfortunately, many medical educators instruct their learners as if they were still in grade school. Developing educational programs in clinical learning environments that are not adapted to adult learning can lead to a lack of learner engagement. The session will explain the definition and origins of adult learning theory, provide a general overview of learning in adulthood, describe how to facilitate adult learning and characteristics.

Introduction to the Scholarship of Teaching and Learning

Ever wonder about the efficacy of the active learning techniques you are using in class? This session will introduce the role and importance of educational scholarship in medical education. This workshop is for anyone who wants to learn more about assessing the impact of teaching and learning on their learners through sound research design focused on questions of interest. Participants will be exposed to common methods of data collection and analysis in SoTL. This workshop is primarily designed for people who are new to the scholarship of teaching and learning.

Beyond PowerPoint and Didactics: How to Add Active Learning Using the Flipped Classroom

Active learning is an evidence-based approach to learning that engages learners through activities and discussion, as opposed to more passive forms of teaching such as lectures. The flipped classroom is one approach to active learning—it “flips” the usual classroom dynamic by spending the in-class time on application and discussion rather than information dissemination. This course will show you how to structure a flipped classroom experience and give you ideas for how you can make your teaching more interactive.

Helping Learners Progress Through Feedback and Evaluation

Feedback helps learners know what they are doing well and what they need to work on. Providing effective feedback is a skill, and this course is designed to help participants improve at giving both verbal and written feedback. We will discuss feedback challenges and evidence-based solutions and have opportunities to practice with case scenarios.

Helping Learners Progress Through Feedback and Evaluation- Practical Applications

Understanding how to give effective feedback is an important first step in improving as an educator, but practice is necessary to fully develop this skill. In this workshop, we will briefly review key oral and written feedback principles and focus on applying those concepts using vignettes, role play and narrative revision activities in this interactive workshop. This workshop is a continuation of Helping Learners Progress Through Feedback and Evaluation.

How Others Learn: Experiential Learning and Evidence-Based Teaching Techniques

The clinical learning environment consists of diverse health care professionals, which in turn means that creating effective learning experience should address learners with different educational and training backgrounds. An effective learning environment must acknowledge, value and support learners from varying backgrounds who work together to provide patient care. Therefore, it is essential that educators have a general understanding of how individuals learn and be intentional about creating effective learning environments.

Mitigating Bias in Education and Patient Care

Implicit bias refers to unconscious and unintentional mental associations that impact our understanding and actions. Such biases, when brought to the clinical learning environment, can impact education and patient care. Therefore, it is important for physicians to recognize their own biases in communication and become familiar with strategies to mitigate the effects of bias on effective education and patient care. In this session, we will examine ways to assess and reflect on one’s personal biases and discuss approaches that help to proactively mitigate the effects of personal bias in effective education and patient care.

Tools for Optimizing Learner Attention and Engagement

Is the ever-shortening attention span of our learners a myth? Learn more about the neuroscience behind attention and engagement and how you can create, manage and sustain engaging learning experiences.

Effective Question Asking for Educators

Question asking is one of the simplest and most effective tools educators have to monitor learner understanding and to provoke critical thinking and problem solving. To ask questions effectively, educators need to consider what type of knowledge —facts, comprehension, synthesis, analysis or evaluation -- they want the learner to demonstrate and ask questions that will elicit the desired type of knowledge. In this workshop, we will discuss how to use Bloom’s taxonomy of learner levels to create effective questions in clinical teaching settings and will practice these skills using scenarios. Setting a positive learning environment is key to effective question asking, and we will identify how ineffective questioning practices can harm the learning environment and detract from learning.

How to Promote Growth Mindset in Learners

Have you ever wondered why some people are able to persist in the face of difficulties and others give up? This workshop will help you understand the role our mindsets play in how we respond to challenges and how we can help our learners develop this crucial skill for lifelong learning.

Graduate Medical Education Series

These courses are available through the GME seminar series, as well as by request. For additional information, please contact oced@houstonmethodist.org

Individualized Learning Plans for Residents

An individualized learning plan (ILP) is a personal learning ‘contract’ that a learner develops based on their own reflection and self-assessment of the goals they want to attain over time. An ILP represents an opportunity for learners to reflect on your personal educational goals, as well as articulate, plan, track and monitor your progress through your training program. In this course, we will discuss the components of an ILP and how educators can facilitate the ILP process by helping learners create SMART goals and providing guidance through regular feedback and monitoring. For additional information, please contact the Office of Curriculum and Education Development at oced@houstonmethodist.org.

Goal Setting for Learners

Knowing how to write effective goals is a necessary skill for lifelong learning. This workshop will show you how to write SMART goals and will help you coach others towards achieving their goals through deliberate practice.

How to Support the Struggling Learner

All residency programs have subsets of learners who struggle with some aspect of their training or clinical performance. Reviews of residency training programs have found a prevalence of 10% of learners with some kind of difficulty. Learning science approaches can be used to support remediation. In this session, we will define remediation, review the steps of remediation and provide competency-based interventions to help support struggling learners. All clinical training programs have subsets of learners who struggle with some aspect of their training or clinical performance. Successful approaches to remediation apply models based on clinical skills, to the learning setting. In this session, we will review basic guidelines for remediating struggling learners in medical education settings.

Nursing Preceptor Academy

Nursing Preceptor Academy

This two-day course, facilitated by the Center for Nursing Research, Education and Practice, prepares nurses to act as preceptors, on-board colleagues and share Houston Methodist culture. For more information, please contact cnrep@houstonmethodist.org

These courses are designed for educators, researchers, trainees and staff interested in academic mentorship and career planning. Courses are tailored for specific audiences.

Faculty Career Development

Individual Development Plans for Faculty

Trainee Career Development

These courses are designed for graduate research and postdoctoral fellows. For more information, please contact ogsta@houstonmethodist.org.

This workshop guides faculty through a four-step process for creating a personal Individual Development Plan. The session will begin with a brief lecture before participants move to facilitated small groups to build their own plan. For additional information, please contact facultydev@houstonmethodist.org

Houston Methodist Faculty Appointments

This lecture offers an overview of the faculty appointment process at Houston Methodist and Weill Cornell. Participants will gain an understanding of the process and timelines as well as the materials required. For additional information, contact the Office of Faculty Affairs at facultyaffairs@houstonmethodist.org

Individual Development Plans for Trainees

This workshop introduces trainees to the Individual Development Plan, a tool to help support, plan, and track career development and learning opportunities.

Entering Mentoring Workshop for Postdocs and Trainees

Entering Mentoring is an evidence-based workshop designed for nonfaculty PhDs and graduate students working in labs with undergraduate or graduate students to develop skills and insight into mentoring young scientists.

CliftonStrengths Seminar for Trainees

Your CliftonStrengths themes are your talent DNA. They explain the ways you most naturally think, feel and behave. Trainees will take the CliftonStrengths assessment, and receive a debrief from OGSTA staff, learning to sharpen your skills, improve problem solving, and aim your strengths at success. ($20 will be charged to your cost center for the assessment)

Introduction to Behavioral Interviewing Seminar and Mock Interview Practice

Participants will learn the basics of behavior interviewing and the importance of proper preparation for a behavioral interview. Part 2 of the series will be a mock interview with OGSTA staff to practice interviewing skills and receive feedback.

Leadership Skills

Leadership Skills

The Houston Methodist Leadership Academy offers a wide variety of leadership and professional development courses. For more information on these courses, please see hmacademy@houstonmethodist.org.

The Houston Methodist Leader

Now is an essential time to reflect on and refine leadership skills. The Houston Methodist Leader provides you with insights and tools for inspiring, engaging, serving and sustaining your team. The workshop is tailored for supervisors, charge nurses, project managers, managers and directors.

Crucial Accountability

How do you hold others accountable? When coworkers make promises, do you sigh in relief, or do you start biting your nails? Do you make plans, set goals and give assignments, hoping they will deliver? If what you’re doing now isn’t working, then Crucial Accountability™ is the course for you. You’ll learn a methodology for effectively holding others accountable, how to build teamwork and relationships, decrease employee turnover, and how to improve bottom line results such as quality, efficiency, satisfaction and safety.

Crucial Conversations

If you feel “stuck,” you’re not alone. When the stakes are high and emotions flare, you need to know how to effectively communicate and keep your cool to get the results you want.

Leadership Workshop Series for Trainees

This workshop series is designed for PhDs (non-faculty) and graduate students who would like to learn more about leading and managing bioscience teams. Sessions include how to lead without authority, management 101, becoming an effective communicator and writing your leadership statement.

Nursing Leadership Academy

The Nursing Leadership Academy provides education and information regarding research and EBP through two courses, Nurse Manager Orientation and Pathway to Bedside Leadership. For more information, please contact cnrep@houstonmethodist.org

Building Resilience

Houston Methodist has developed several workshops and training programs designed to assist our faculty providers, trainees, and staff with building their physical, mental and spiritual wellness with tools for mindfulness and resilience.

Becoming a Resilient Scientist Series for Trainees

Navigating the significant challenges and stressors we face daily as members of the research community, steering through the career exploration process, and the stress of life can seem overwhelming and lead us to doubt ourselves just when we need confidence the most. The goal of Becoming a Resilient Scientist is to help you develop the resilience you need to navigate challenging situations at work and in life. The series will consist of five webinars, each followed by a small group discussion the following week.

Drop-In Mindfulness Community Sessions

This workshop is a guided practice that will help you incorporate mindfulness throughout your week. Contact Provider Engagement and Resilience for weekly schedule.

Mindfulness-Based Stress Reduction Workshop

This workshop uses mindfulness tools to reduce stress.

Mindful Moments Video

This contend provides short, guided mindfulness sessions to improve daily well-being.

Positive Brain Training - It’s All Good Here

This content, located on Virgin Pulse, uses evidence-based challenges developed from the fields of positive psychology and the neurosciences to retrain the brain for positivity.

Refilling Your Cup Using the Birkman Stress Management Report

This course focuses on understanding stress triggers and behaviors as well as strategies for building resilience. This course is designed for leaders and employees that have completed a Birkman assessment. For more information, contact Organizational Development.