Is this content right for my program?
What type of learners is this content designed for?
This content can be taught to medical students, residents, faculty and even non-physician learners (both pharmacists and RN’s have used this content). The content can be engaging at multiple levels of education (students, residents and physician level).
What specialty is this content designed for?
The goal is to be specialty agnostic. The cases often are generic to try and reach as many specialties as possible. However, their is a bend in the direction of adult internal medicine as it is far reaching and easy to generalize. Some of the cases (for example the Mystery Dinner RCA) offer multiple versions of the same case designed for differing specialties.
Do I need be an expert in Health Systems Science, Quality Improvement, or Patient Safety to teach this material?
No! There are specifically designed faculty user guides and notes section for every slide to make this content accessible to ANY medical educator. If you pre-review the slides anyone can teach this material!
Do I need to teach all of these modules or can I select just what my program needs?
Teach only what your program needs! Each module is designed to be used as a stand alone curriculum on that topic.
Are these modules didactics or simulations?
Yes to both! All of the modules use a combination of short didactic bursts followed by longer interactive simulations to cement learning. Thus you will introduce content via a didactic and then perform activities to keep learners engaged.
how do i Set up for success?
How do I introduce the idea of using this website to my Program Director or other Administrator?
Buy-in from stakeholders (especially those who decide what curricula will or will not be taught) is incredibly important. Here are some ideas for how to approach your administrator for success.
Problem- Identify the problem in your program you want to address. For example, are your residents meeting their quality and patient safety milestones? Is your program meeting the ACGME requirements in quality and safety? Do your faculty need development in Quality and Safety?
Gap- What is the current gap you want to fill? For example, perhaps you don’t currently offer a Health Systems curriculum that would help trainees meet their quality and safety milestones? Or maybe you only offer didactics but no real simulation that would reach a higher milestone?
Hook- How you can help. Introduce the idea of the TeachIS.org website as a free, easy, low barrier mechanism to fill the gap. If they want to learn more send them to our Home Page to learn about what we can offer.
What should I do before I start teaching?
You should always start by reviewing the facilitators guide. This will tell you how many learners each module can accommodate before additional facilitators are needed, what supplies/room features are needed for set up, and will walk you through how to lead some of the interactive portions of each module. After you have reviewed the facilitators guide you should review the PowerPoint itself INCLUDING the notes section. The notes section contains teaching points and verbiage for each slide so you know exactly what information should be conveyed.
How long does it take to prepare to teach a module?
A minimum of 60-90 minutes in recommended in preparation time before teaching each module. This includes time to read the facilitators guide and familiarize yourself with the PowerPoint and facilitator notes section. If you use the modules repeatedly you will find that preparation time will decrease as you become familiar with the content.
How to deliver the content?
Who should present the content?
The long and short of it is anyone who is interested in disseminating Health Systems understanding. There are no restrictions!
Can the material be delivered virtually?
Yes! Each facilitators guide contains instructions on the best way(s) to deliver the content. Nearly all the materials available on the website can be delivered virtually via synchronic videoconferencing with the exception of our teamwork simulation.
Can the material be delivered asynchronously?
A few of our modules can be delivered asynchronously (To Err is Human & QI Evidence Based Medicine). Otherwise, the majority of our content is designed for synchronous delivery, The point of this content is to foster group interaction to spur collective learning and understanding.
Some of the modules are long, can they be split up?
Yes, any case that is longer than 60 minutes will contain information within the facilitators guide about how to run the module over two sessions.
What research is being done?
Why are there surveys at the end of each module?
To study this novel mechanism of content dissemination there are surveys at the end of each module for teachers and participants to complete.
Are the surveys required in order to use the modules?
We ask that you leave 5 minutes of class time for participants to choose if they are willing to complete the survey.
Am I allowed the modify the content?
Yes, the purpose of this content is to make Health Systems Science content available to any medical educator. You are welcome to modify the cases or content to best meet your learners needs.
Do I need local IRB approval to complete the surveys?
No, each survey is approved by the Oregon Health & Science University IRB for dissemination using the available link or QR code.
why is there a survey to obtain access?
Why do I need to fill out a survey to access content?
The goal is to track who is using the content, for what purpose and how frequently it is being downloaded.
Will my information be sold?
No, there is no commercial interest in your data. The only information that will be used from your login is the possibility of you receiving a survey in the future querying your experience with the website and content for research purposes.