Teaching Triangles

Faculty at Academic Medical Centers are often not formally educated or prepared for their teaching role. Similarly, residents, fellows, nurses, and many other healthcare teams find themselves in a teaching role while taking care of patients. While formal education programs are optimal, there is often not the time, resources or commitment.
Teaching Triangles is intended to utilize peer- and self-observation to enhance one’s teaching skills. The instructional material and associated forms can be used in any venue for any type of teaching. Teaching Triangles can be included as part of a formal class curriculum and assignment. It can also be used among teachers or faculty at an institution interested in collaborating as part of professional development. The materials are intended to address all forms of teaching including teaching at the bedside, large lectures, journal clubs, etc. Teaching Triangles can be easily implemented.
Using the materials included, participants can find themselves quickly able to identify what they do well and what can be improved in their role as teacher. The opportunity to observe oneself and reflect on self and others feedback is often eye opening. 

Similarly, collaborating with triangle partners outside of one’s discipline allows an opportunity to focus on actual teaching skills and less on content (as often happens during traditional review and evaluation of presentations). Lastly, there is minimal time commitment and robust outcomes.


Type Course
CME Available No
Topic
Cost Free
Note 2014; must be registered with MedEd Portal


Date of Resource 2014

Genomic Competencies

Experts from the disciplines listed below have tagged this resource as fulfulling genomic competencies.

Genetic Counselor

  • Professional Development & Practice
    • 21:   Understand the methods, roles and responsibilities of the process of clinical supervision of trainees.
      • 21a:   Engage in active reflection of one's own clinical supervision experiences.
      • 21b:   Identify resources to acquire skills to appropriately supervise trainees.
      • 21c:   Demonstrate understanding of the dynamics and responsibilities of the supervisor/supervisee relationship.