# data[].attributes.body
Structure
Feedback mechanism
Role modeling
Portfolio building
Practical skills

# data[].attributes.body
Medical education track

# data[].attributes.body
Faculty time for coaching

# data[].attributes.body
Feedback and assessment
Learning styles and methods
Learner level
Bedside teaching
Practice time for new skills
Chalk talks

# data[].attributes.body
Formal presentations

Teaching on the fly

One on one teaching

Setting a learning environment

Assessment of the learner

Content accuracy

# data[].attributes.headline
Direct observation on the quality of your tesching

# data[].attributes.subject
Direct observation on the quality of your tesching

# data[].attributes.headline
Protected time, Level specific but progressive, Dedicated faculty, Clear goals & objectives, Feedback

# data[].attributes.subject
Protected time, Level specific but progressive, Dedicated faculty, Clear goals & objectives, Feedback

# data[].attributes.body
Engagement
Motivation
Knowing that even if education isn’t the career plan, it’s a necessary “now” skill

# data[].attributes.body
Opportunity to start building a curriculum
Career panel
Observing faculty/mentors with different teaching styles

# data[].attributes.headline
Coaching program to help you learn different aspects of teaching 

# data[].attributes.subject
Coaching program to help you learn different aspects of teaching 

# data[].attributes.body
Coaching
Bedside teaching
Procedure teaching
How to give feedback

# data[].attributes.body
Recognition of the impact

# data[].attributes.body
How to modify teaching style for the learner and topic
Tracing to difficult learners

# data[].attributes.body
Open to feedback and constructive criticism
Safe space for learners to learn in a non-judgemental manner
Baseline knowledge of teaching topic

# data[].attributes.body
Keeping your learner engaged

# data[].attributes.body
Basic portfolio
Structure of planning a talk or chalk talk
Communication skills vs teaching skills, lots of overlap
Different modalities of teaching
Targeting learning to different levels

# data[].attributes.body
Skills for independent teaching
Recognize opportunities to teach - informal vs formal formats

# data[].attributes.headline
Teaching multiple learner levels simultaneously 

# data[].attributes.subject
Teaching multiple learner levels simultaneously 

# data[].attributes.body
Dedicated time

# data[].attributes.body
Institutional buyin

# data[].attributes.body
Feel confident in ability/skill as teachers
Know about how to adapt to learner’s different learning styles

# data[].attributes.body
Role modeling feedback

# data[].attributes.body
Clear objectives
Baseline expectations
Institutional buy-in
Junior learners
Time to implement

# data[].attributes.body
Lots of feedback

# data[].attributes.body
homme.jason@mayo.edu

# data[].attributes.body
msattler@bcm.edu

# data[].attributes.body
Hvonbevern@kumc.edu

# data[].attributes.body
Jsalvado@bronxcare.org

# data[].attributes.body
Kristin.sundy-Boyles@nationwidechildrens.org

# data[].attributes.body
Ashley.Sultini@ascension.org

# data[].attributes.body
saracsanders@gmail.com

# data[].attributes.body
Mbarnes@uic.edu

# data[].attributes.body
Laurynfowler6@gmail.com

# data[].attributes.body
Catherine.d.shubkin@hitchcock.org

# data[].attributes.body
Law4q@virginia.edu

# data[].attributes.body
acpatt03@louisville.edu

# data[].attributes.body
Carol.Lynn.Odea@hitchcock.org

# data[].attributes.body
deanem@ohsu.edu

# data[].attributes.body
Kelci.schulz@aah.org

# data[].attributes.body
Jennifer.gillen@mssm.edu

# data[].attributes.body
sfk22@drexel.edu

# data[].attributes.body
Kbh103@gunet.georgetown.edu

# data[].attributes.body
Kbasiago@gmail.com

# data[].attributes.body
Jyu@rchsd.org

# data[].attributes.body
Lef08d@gmail.com