Teaching and Learning
- Adapt teaching to different learners and different settings.
- Design instruction and curricula that embody adult learning principles, help learners meet identified learning objectives, and engage learners’ emotions.
- Design and deliver high-quality oral presentations appropriate for different audiences.
- Give appropriate positive and negative feedback, even to ‘difficult’ learners.
- Design and implement evaluation instruments that yield valid & reliable information about what people have learned.
- Make changes in physical environments (e.g., move furniture, alter lighting) to promote and enhance learning.
- Assess learners’ needs in ways that get the needed information without taking too much time or making people uncomfortable.
- Use technologies effectively in teaching.
- Plan, document and communicate “scholarly activity” in ways that will advance his/her desired career.
- Describe a plan for his/her continuing faculty development.
Administrative & Management Skills
- Practice “win-win” negotiation to achieve his/her own goals consonant with his/her organization’s priorities.
- Manage meetings effectively.
- Write memos, reports, letters and other documents that communicate effectively to different audiences.
- Communicate with the media in ways that further my own and my organization’s goals.
- Practice effective leadership and advocacy in my teaching, practice and community settings
- Work effectively with committees and teams
- Use strategic planning and ‘visioning’ to help my organization create its own future.
- Obtain and use information about organizational structure, work and communication processes, and power to effect organizational goals.
- Develop budgets to implement organizational priorities.
- Set challenging but reachable personal goals and manage my time effectively.
- Assess his/her professional interests (research, teaching, service, patient care) to identify strategic areas for his/her 5-year personal development plan.
- Create a portfolio that communicates his/her professional development to date.
- Demonstrate an appreciation for academic family medicine history, trends, future and vision.
- Describe a long-term and short-term plan for lifelong learning.
- Define and limit the scope of a research project.
- State an hypothesis in researchable format.
- Define independent, dependent, and intervening variables.
- Identify resources available for support of research.
- Describe legal and ethical guidelines for research including the IRB.
- Plan data collection methods to facilitate gathering valid, reliable data.
- Summarize qualitative and quantitative data.
- Manage time effectively in order to adhere to research timetables.
- Write proposals to obtain grant funding.
- Communicate research designs, processes and outcomes to different audiences orally and in writing.