Faculty Competencies: Teaching
Teaching is the first of the seven domains of the Faculty Competencies resource. This domain includes 10 competencies and 71 behaviors.
The STFM Faculty Competencies Steering Committee and other contributors created the STFM Faculty Competencies, which describes the skills faculty need to effectively educate medical students and residents.The Faculty Competencies is broken down into seven categories ("domains"). Each domain consists of sub-categories ("competencies"), and each competency has several behaviors or skill targets for faculty to attain.
Teaching Competencies
Domain 1, Teaching, consists of 10 competencies (authors in parenthesis):
- Goals and Expectations (Priyanka Tulshian, MD, MPH)
- Self-Reflection (Priyanka Tulshian, MD, MPH)
- Assessment (Tina Kenyon, ACSW)
- Feedback (Brian Johnson, MD)
- Learners in Difficulty (Brian Johnson, MD)
- Safe Learning Environment (Tanya White-Davis, PsyD, and Ellen Tattelman, MD)
- Diversity, Equity, Inclusion, and Anti-Racism Teaching (Ellen Tattelman, MD, and Tanya White-Davis, PsyD)
- Sociocultural and Sociopolitical Awareness (Tina Kenyon, ACSW)
- Teaching Strategies (Brian Johnson, MD)
- Adult Learners (Brian Johnson, MD)
The behaviors for each competency are below, ranging in increasing skill level from Level A to Level D.
Goals and Expectations
Author: Priyanka Tulshian, MD, MPH
Level A
- Identifies the learner’s goals
- Describes the institutional goals for the learning experience
- Communicates clear expectations to learner as educational experience begins
Level B
- Collaborates with learner to prioritize goals
- Assists learner to align institutional goals with learner goals
- Clarifies roles and responsibilities with learners and clinical team
Level C
- Integrates learner’s goals into teaching activities
- Facilitates opportunities for learner to meet goals
- Collaborates with learner and clinical team to adjust expectations based on learning context
Level D
- Coaches and monitors learner’s progress toward goals
- Fosters accountability of learner and clinical team to collaboratively meet responsibilities
Resources
Reed, S., Lockspeiser, T. M., Burke, A., Gifford, K. A., Hanson, J. L., Mahan, J. D., McKenna, M., Rosenberg, A., & Li, S.-T. T. (2016). Practical suggestions for the creation and use of meaningful learning goals in graduate medical education. Academic Pediatrics, 16(1), 20–24.
https://doi.org/10.1016/j.acap.2015.10.005.
STFM Teaching Resources CBME Toolkit (links to Individualized learning plans and webinar series)
https://www.stfm.org/teachingresources/resources/cbme-toolkit/cbme-toolkit/
https://www.stfm.org/teachingresources/resources/cbme-toolkit/cbme-individualized-learning-plans/
https://www.stfm.org/teachingresources/resources/cbme-toolkit/cbme-faculty-development-webinars
George, P., Reis, S., Dobson, M., & Nothnagle, M. (2013). Using a learning coach to develop family medicine residents’ goal-setting and reflection skills. Journal of Graduate Medical Education, 5(2), 289–293. https://doi.org/10.4300/jgme-d-12-00276.1.
Self-Reflection
Author: Priyanka Tulshian, MD, MPH
Level A
- Identifies the importance of self-reflection skills for learner
Level B
- Creates opportunities for learner to actively engage in self-reflection
Level C
- Discusses barriers and solutions discovered through self-reflection
Level D
- Review self-reflection with learner to ascertain learner’s progress
Resources
Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685-695. doi:10.1080/01421590903050374.
Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education. McGraw-Hill Education (UK).
Ní Mhurchú, M., & Cantillon, P. (2023). Reflective practice in medicine: The hidden curriculum challenge. The Clinical Teacher, 21(2). https://doi.org/10.1111/tct.13682.
https://asmepublications.onlinelibrary.wiley.com/doi/full/10.1111/tct.13682.
Gathu, C. (2022). Facilitators and barriers of reflective learning in Postgraduate Medical Education: A narrative review. Journal of Medical Education and Curricular Development, 9, 238212052210961. https://doi.org/10.1177/23821205221096106.
Assessment
Author: Tina Kenyon, ACSW
Level A
- Describes the differences between formative and summative assessment
Level B
- Maintains a record of observed behaviors to evaluate learner progress
Level C
- Applies various mechanisms for assessing learner progress
Level D
- Facilitates improvement of assessment tools
Resources
This work is licensed under a Creative Commons Attribution-Non Commercial-ShareAlike 4.0 International License
https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and summative assessment. Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
Direct Observation: What It Is and How to Effectively Perform It. Stephen Wilson, MD, MPH, and Gretchen Shelesky, MD, MS, University of Pittsburgh Medical Center St Margaret Family Medicine Residency
https://www.stfm.org/publicationsresearch/publications/educationcolumns/2011/august/
Assessment methods in medical education. Int J Health Sci (Qassim). 2008;2(2):3-7. Assessment Methods in Medical Education.
Feedback
Author: Brian Johnson, MD
Level A
- Recognizes the bidirectional nature of feedback
- Identifies feedback as important for learner progression
Level B
- Helps the learner develop skill in giving feedback
- Engages learner in setting expectations and provides learner with timely and actionable feedback
Level C
- Requests and listens to learner feedback and is able to reflect on potential changes
- Helps learner initiate an actionable learning plan based upon feedback
Level D
- Consistently seeks feedback and adjusts teaching behavior to be learner-centered
- Helps the learner make meaning of feedback and select strategies for a development plan
Resources
Aagaard E, Czernik Z, Rossi C, Guiton G. Giving Effective Feedback: A Faculty Development Online Module and Workshop. MedEdPORTAL. 2010;6:8119. https://doi.org/10.15766/mep_2374-8265.8119.
Weallans J, Roberts C, Hamilton S, Parker S. Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review. Postgrad Med J. 2022 Feb;98(1156):138-149. doi: 10.1136/postgradmedj-2020-139566. Epub. 2021 Feb 9. PMID: 33563716.
Ramani S, Könings KD, Ginsburg S, van der Vleuten CP. Feedback Redefined: Principles and Practice. J Gen Intern Med. 2019 May;34(5):744-749. doi: 10.1007/s11606-019-04874-2. PMID: 30783881; PMCID: PMC6502935.
Book from communications literature on different types of feedback including best practices for recipients: Stone, D., & Heen, S. (2015). Thanks for the feedback. Portfolio Penguin.
Learners in Difficulty
Author: Brian Johnson, MD
Level A
- Recognizes that a learner can have contextual and multifactorial difficulties
- Recognizes when a learner is not meeting expectations
- Describes approach to the learner in difficulty
Level B
- Seeks to understand contextual factors that may be influencing learner’s behavior
- Discusses observed behaviors with learners in difficulty and seeks institutional support if needed
- Engages in developing learning plans for learners in difficulty
Level C
- Collaborates with learner and institution to address and overcome contextual barriers
- Coordinates learning plans for learners in difficulty
Level D
- Works with institutions to remove contextual barriers and improve practices for assisting learners in difficulty
- Builds systems for supporting and assisting learners in difficulty
Resources
Overview of remediation of medical learners: Hauer KE, Ciccone A, Henzel TR, Katsufrakis P, Miller SH, Norcross WA, Papadakis MA, Irby DM. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 2009 Dec;84(12):1822-32. doi: 10.1097/ACM.0b013e3181bf3170. PMID: 19940595.
A faculty development workshop that includes a simple model for approaching struggling learners: Stafford M, Johnson B, Hessler D. A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop. MedEdPORTAL. 2020;16:10872. https://doi.org/10.15766/mep_2374-8265.10872.
Faculty development with a focus on clinical reasoning. Weinstein A, Gupta S, Pinto-Powell R, Jackson J, Appel J, Roussel D, Daniel M. Diagnosing and Remediating Clinical Reasoning Difficulties: A Faculty Development Workshop. MedEdPORTAL. 2017;13:10650. https://www.mededportal.org/doi/10.15766/mep_2374-8265.10650.
Safe Learning Environment
Authors: Tanya White-Davis, PsyD, and Ellen Tattelman, MD
Level A
- Acknowledges when beliefs, attitudes, language, and behaviors are influencing the learning environment
- Promotes physical, emotional, and social safety in learning environments
Level B
- Engages learner and colleagues in identifying barriers to a safe learning environment
- Identifies and disrupts the imposition of increased labor and cognitive and emotional load on minoritized colleagues and learners
Level C
- Identifies areas for change in own institution to help promote safety in the learning environment
- Addresses barriers and aids in creating learning environments that promote safety
- Demonstrates the internalization of inclusive and antiracist beliefs, attitudes, language, and behaviors
Level D
- Leads others in addressing the promotion of safety in the learning environment
- Leads others in promoting inclusive and antiracist beliefs, attitudes, language and attitudes
- Demonstrates improvement in learning environments that promote safety through interventions
Resources
Black, indigenous, and trainees of color stress and resilience: The role of training and education in decolonizing psychology. Pinedo AC, Caso TJ, Rivera RM, Carballea D, Louis EF. Psychol Trauma. 2022 Apr;14(S1):S140-S147.
Addressing disparities in academic medicine: what of the minority tax? José E Rodríguez, Kendall M Campbell, and Linda H Pololi. BMC Medical Education (2015) 15:6.
Diversity, Equity, Inclusion, and Antiracism Teaching
Authors: Ellen Tattelman, MD, and Tanya White-Davis, PsyD
Level A
- Identifies the impact of bias on health care and health outcomes
- Recognizes that language and content in one’s own teaching has the potential to include bias and oppression
Level B
- Reviews language and content in one’s own teaching to remove areas that promote bias and oppression
- Intentionally incorporates principles of diversity, equity, inclusion, and antiracism into all of one’s teaching (precepting, didactics, rounds, assessment and evaluation, etc.)
Level C
- Demonstrates improvement in language and content of teaching
- Teach others to recognize biased language and content
- Works collaboratively to promote diversity, equity, inclusion, and antiracism into all the teaching in own’s department
Level D
- Leads collaborative efforts to promote diversity, equity, inclusion, and antiracism into all the teaching at one’s own institution
- Disseminates teaching strategies that promote diversity, equity, inclusion, and antiracism outside one’s own institution
Resources
How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series. Katherine L Lupton, Patricia S O'Sullivan. Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S71-S76.
The weight of our words. Anekwe CV. J Hosp Med. 2022 May;17(5):410-411.
Do words matter? Stigmatizing language and the transmission of bias in the medical record. P Goddu A, O’Conor KJ, Lanzkron S, et al. J Gen Intern Med. 2018; 33(5):685–691.
Sociocultural and Sociopolitical Awareness
Author: Tina Kenyon, ACSW
Level A
- Recognizes the importance of sociocultural and sociopolitical values and differences
- Identifies the impact of sociocultural biases* (including teacher bias) and stereotyping on learners
Level B
- Teaches and communicates effectively with learners who are socioculturally and sociopolitically different from self
Level C
- Addresses conflicts caused by differences in sociocultural and sociopolitical values and beliefs
Level D
- Teaches and role models how to consider personal, sociocultural and sociopolitical contexts when working with learners, even in complex and/or stressful situations
*Sociocultural biases include class, gender identity and expression, sexual orientation, race, ethnicity, ability (mental or physical), education, age, language, finances, religion, body habitus, etc.
Resources
Definition and reflection on socio-cultural awareness.
https://idealsintopractice.site.wesleyan.edu/competencies/socio-cultural-awareness/.
Importance of Diversity and Multicultural Awareness in Education – strategies.
https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/.
Integrating Cultural Anthropoloy into Faculty Development for Medical Educators. Oikawa, S., Iida, J., Ito, Y. et al. Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study. BMC Med Educ 22, 196 (2022). https://doi.org/10.1186/s12909-022-03260-7.
Teaching Strategies
Author: Brian Johnson, MD
Level A
- Acknowledges that different teaching strategies are beneficial
Level B
- Actively invites learners’ perspectives, knowledge, and insights to co-create strategies to enhance learning
- Demonstrates different learner-centered teaching modalities
Level C
- Reflects on appropriate teaching strategy for specific learner and context
- Uses growth mindset(1) to align and adjust teaching strategies to meet learners
(1)Dweck, C., 2016. Mindset: The New Psychology of Success. 2nd ed. New York: Random House.
Level D
- Coaches others in how to adjust teaching strategies to meet learners’ needs
Resources
Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984 Jul;18(4):284-97. doi: 10.1111/j.1365-2923.1984.tb01024.x. PMID: 6738402.
Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: Teaching in the clinical environment. Medical Teacher, 30(4), 347-364.
Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (2015). Curriculum development for medical education: A six-step approach. Johns Hopkins University Press.
Adult Learners
Author: Brian Johnson, MD
Level A
- Recognizes that learners have their own diverse backgrounds and experiences
Level B
- Explores learners’ background, knowledge, and experience
Level C
- Actively incorporates learners’ unique background, knowledge, and experience in learning plans
Level D
- Co-creates systems with learners to support a diversity of learner styles
Resources
Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364. https://doi.org/10.1080/01421590802061613.
Hammick, M., Olckers, L., & Campion-Smith, C. (2009). Learning in interprofessional teams: AMEE Guide no 38. Medical Teacher, 31(1), 1–12. https://doi.org/10.1080/01421590802585561.
Medina, J. (2009). Brain Rules. Pear Press. brainrules.net/brain-rules/
