The Teaching Mini-Fellowship is led by Dr. Teresa Smith

The purpose of the mini-fellowship program is to allow a focus for the residents earlier in their residency, and a structure for formal mentoring relationships.

Participation in the mini-fellowship program is completely optional and open to all residents.

Residents usually select a track at the beginning of the second year.
This program should give the resident a “niche” in Emergency Medicine and a portfolio of projects, skills, and deliverables that they can offer to their future employers.

Background and Enrollment:

All residents in the Teaching Mini-Fellowship will apply to the director of the program at the beginning of the PGY2 year. The fellowship began at the beginning of the 2009-2010 academic year and enrolls residents every year (if there are interested residents).  The teaching mini-fellowship is open to all residents and there is no limit on the number of fellows per year.

Residents
	- ran intern procedure day - developed online teaching module

TMF Teaching Portfolios:

All residents in the TMF will maintain a teaching portfolio to collect their academic and teaching activities and evaluations.  The portfolio will be kept by the resident and will be presented every 6 months to the Director of the TMF at semi-annual evaluations.
Residents will also be asked to share their portfolio with the other members of the TMF yearly at a large group meeting.
The TMF Teaching Portfolio will contain any material that the resident feels is demonstrative of educational value, was created in part by the resident, and is primarily devoted to medical education.  The portfolio should also have evaluations of any and all teaching activities or lectures given or small group sessions led by the resident.

• Lectures given to residents/students/other learners
• Small group sessions led
• Motor skills curricula developed
• Procedure labs led
• Courses taken
• Curricula
• Sessions moderated
• Workshops attended
• Workshops led
• Mentoring sessions
• Evaluations by learners and preceptors of all of the above activities

• Adult learning
• Education theory
• Environments for learning
• Giving feedback
• Creating curricula
• Educational models
• Identifying needs of the learner

• How to write a lecture
• Large group lecture techniques
• Slides and information presentation
• Colors, fonts, and animation in slides
• Engaging the audience
• Eye contact and questioning your learners
• Controlling your audience
• Disasters in Powerpoint
• Advanced Powerpoint tips
• Handouts and references

• Small group teaching with slides
• Small group teaching without slides
Discussion groups
Socratic learner driven
Bedside teaching techniques
• Motor skills teaching
• Bedside teaching skills
• Discussion groups
• Engaging reluctant learners
• Teaching procedures
• Procedure teaching

• Videotaped mini-lecture (non-medical expert topic)
Goals for lecture
Self evaluation
Learner evaluations
Written evaluation by mentors
• Meetings with teaching-mentor
• Meetings with PGY4 mentor
Evaluation of mentor
• Attend TMF lecture series
• Evaluation of residents in TMF
• Mentoring of medical students
• Attend TMF small group sessions
• Will lead a small group session (1 each)
In TMF
Topic review
• Will lecture 1 time during this year (end of year) (medical topic)
• Reading assignments to be delivered in mailboxes and online

• Videotaped medical lecture (medical topic)
Self evaluation
Written evaluation by mentors
Learner evaluations
• Will lecture 2-3 times during this year
EM conference (1 or 2 lectures)
TMF sessions    (1 or 2 lectures)
Evaluations by mentors
Evaluations by learners
Self-evaluation
• Will lead a small group sessions (1 each)
In TMF
Topic review
Evaluations by mentors
Evaluations by learners
Self-evaluation
• Meetings with teaching-mentor
• Attend TMF lecture series
• Evaluation of other residents in TMF
• Mentoring of interns (out of TMF program)
• Attend TMF small group sessions
• Reading assignments to be delivered in mailboxes and online
• Moderate 2 “Journal Clubs” this year
• Teach 3 “Skills Labs” this year
Evaluations by mentors
Evaluations by learners
Self-evaluation

• Videotaped medical lectures (medical topic)
  Self evaluation
  Written evaluation by mentors
  Learner evaluations
• Will lecture 2-3 times during this year
  EM conference (1 or 2 lectures)
  TMF sessions    (1 or 2 lectures)
  Evaluations by mentors
  Evaluations by learners
  Self-evaluation
• Will lead a small group sessions (1 each)
  In TMF
  Topic review
  Evaluations by mentors
  Evaluations by learners
  Self-evaluation
• Meetings with teaching-mentor
• Attend TMF lecture series
• Evaluation of other residents in TMF
• Mentoring of PGY2 (inside TMF program)
  Evaluation of TMF activities of mentee
• Attend/lead TMF small group sessions
  Plan curricula of meetings
• Reading assignments to be delivered in mailboxes and online
• Teach 3 “Skills Labs” this year
  Evaluations by mentors
  Evaluations by learners
  Self-evaluation
• Project with mentor
  To be determined by mentor
• Teaching elective
  Everybody does 1 lecture – these “teaching concentration” residents have 1-2 more per year.

1. 2-3 lectures/year as senior
2. Formal teaching mentor
3. Special evaluations by all attendees of lecture
4. Evaluation of other “teaching residents”

1. Precept interns
2. Small group teaching
3. Skills labs
4. Increase incidence of Journal Cub (moderator of Journal Club)
5. Mentor med students
6. Self evaluations

• Run fast track as seniors and teach interns/students
• Do speeding tickets
• Evaluations from these junior lectures
• Observed teaching by me/teaching pre
• Seniors have a junior assigned to them during a shift
• Skills labs(evaluated on them)
• Self study – literature
• Teaching fellowship as PGY – 4