Review the Accreditation Council for Graduate Medical Education's resources to better understand accreditation requirements, clinical competency, milestones, and information related to supervision and duty hours.

1. Learner sees patient 2. Learner presents patient to you You: 3. Get a commitment : Early on, get the learner to commit to a diagnosis, work up, or therapeutic plan. This allows the learner to disclose the beginning of his or her problem solving process, so you can begin to assess his or her needs as a learner. What is going on with this patient? What else might it be? What do you want to do next should do next? How shall we treat this patient? What lab tests do you think are indicated? What would you like to accomplish in this visit? Why do you think this patient has been noncompliant

An International Journal Editor-in-Chief Anna T. Cianciolo, PhD Founding Editors Terrill A. Mast, PhD Howard S. Barrows, MD Current Issue Manuscript Submissions Teaching and Learning in Medicine (TLM) is an international, peer-reviewed forum for scholarly investigation of teaching and learning in medical education. Its mission is to advance the knowledge, understanding, and decision making capacity of medical educators through the dissemination of the highest levels of scholarship. The journal’s international scope acknowledges the common challenge faced by all medical teachers—fostering the

Available only to SIU School of Medicine Faculty, Staff, Residents and Students Material needs to be picked up at the Medical Library in Springfield. Interlibrary loan response time depends on the availability and supplier of the item. Book/Media requests can take up to 10 days. If this request requires Special Handling (Rush/Urgent) please contact the Interlibrary Loan at 217-545-2124 or the Circulation Desk at 217-545-2122. Materials owned by I-Share libraries should be borrowed through a Primo Account If the item is available through I-Share, this form will be returned to the requestor to

SIU School of Medicine has been noted as an innovative medical school program nationally in the United States. SIU School of Medicine was one of the first medical schools to incorporate Problem-based Learning (PBL) and Standardized Patients in the curriculum. The current and ongoing innovative projects in the Department of Medical Education are listed below. Problem-Based Learning Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, and realistic problems. (In the case of medical professional schools, this is done with

FACULTY AND RESIDENT DEVELOPMENT RESOURCE Faculty Development Adult Learning Preparation for Promotion and Tenure Stress Management Improving Clinical Performance Appraisals Diagnosing and Treating the Failing Student Learner Assessment and Diagnosis Curricular Development and Implementation Instructional Design Technology-Assisted Instruction Educational Technology Human Factors Individual Differences Academic Leadership Interests-based Negotiation Collaborative Problem Solving Student Teaching Clinical Psychiatry Problem Based Learning Clinical Reasoning Patient Safety Documentary Filmmaking

Longitudinal Performance Assessment The Longitudinal Performance Assessment Examination is computerized multiple choice format examination given to medical students at the beginning of each of their four years of medical school training. The purpose of the examination is to measure students' clinical reasoning skills and the growth of same across the medical school curriculum. This examination has been in use since 2005, and has been adopted by five other medical schools for use in their curricula as well. Evaluation and Remediation of Failing Students Dr. Klamen and Dr. Williams published a