Speakers: David Lee Gordon, MD

Speaker Disclosures: Statements, opinions and results of studies contained in the program are those of the presenters and authors and do not reflect the policy or position of the Board of Regents of the University of Oklahoma (“OU”) nor does OU provide any warranty as to their accuracy or reliability.

Professional Practice Gap: 1. Many medical school teachers do not realize that providing experiences without learner preparation or feedback leads to m iss ed learning opportunities, does not lead to learner growth, may lead to learner regression through inaccurate experience interpr eta tion, and increases learner anxiety.

Learning Objectives:

Upon completion of this session, participants will improve their competence and performance by being able to:
1. Describe why experiential learning requires modification by instructors for optimal accuracy and efficacy.
2. Describe the four types of memory.
3. Define the four educational psychology concepts key to optimizing experiential learning.
4. Explain why teaching to the test is optimal in medical education.
5. Explain the value of simulation in medical education.
6. Describe the five components of effective clinical teaching (i.e., at the bedside or in clinic)

CE Credits: 1