• Introductions

• Ice Breaker / Teamwork

• What is a CCM? 

• What are your responsibilities?

Psychological Safety

• Outline the core principles of psychological safety

  Recognize the relationship between an individual’s growth mindset and psychological safety

• Review and practice creating psychological safety in teams

• Describe the relationship between leadership, psychological safety, and well-being

Coaching for Growth

• Demonstrate the relationship between leadership, coaching and well-being

• Recognize the core building blocks for a coaching relationship

• Purpose, Trust, Caring through Curiosity, Recognizing our Biases, Listening Actively

• Utilize the GROW model to practice a coaching approach

Challenging Conversations

• Review relationship between conflict and job burnout, satisfaction and stress

• Describe the concepts of ladder of inference, storytelling, unbundling and the fool's choice and how they impact our behaviors

• Review and practice tools to manage the challenging conversations including contrasting statements and the STATE model.

• Discuss advantages and disadvantages of small group teaching

• Identify characteristics of effective group discussions

• Describe the stages of team development using Tuckman’s model.

• Use the GRPI model to support team performance

• Describe role and responsibilitites of a small group facilitator

• Identify characteristics of effective group discussions​

• Discussion of group dynamics and effective/ineffective facilitation techniques​

• Discussion of individual challenges and solutions​

• Define clinical reasoning and explain its role in medicine and education​

• Explain Problem Representation and understand its role in clinical reasoning​

• Explain the Illness Script model of information storage and retrieval

• Clarify Module Focus & Goals

• Review Curriculum Structure

• Explain Assessment Framework/Grading

• Prepare Faculty for Role Expectations

• Introduce Platform & Tool Changes

• Plan for Faculty Development

• Transition to Medical School Learning

• Learn, Review, Test

• Support Learners

• Explain the goals of the Patient-Centered Advocacy (PCA) Area of Concentration and its LCME alignment.

• Identify PCA sub-thread domains and their integration into early POM I sessions.

• Apply the adapted NURSE model for culturally responsive communication.

• List the five steps of structural competency and apply two in teaching.

• Reframe clinical language to address structural and systemic factors.

• Use the structural vulnerability assessment tool in social history taking.

• Describe five core principles of dialogic teaching and explain their relevance to small-group learning

• Analyze potential power dynamics in small-group settings and how they impact student participation 

• Develop a small-group dialogic teaching plan that creates the conditions for all students to participate fully, feel valued, and thrive

• Explain what I take the common morality approach to medical ethics to be.

  • Negative Argument: Show that common morality does not provide an account of medical ethics.

  • Positive Argument: Explain why medical professions require a distinctive ethics, an uncommon morality.

• Explain why students need to learn and internalize the ethics of medicine

• Medical Training Course Structure Changes

• Standardized Patients in Medical Education

• Constructive Feedback for Medical Students

• Student-Faculty Interaction Practice Exercise

• Enhancing Patient Simulation Techniques

• Standardized Patient Feedback Techniques

• Standardizing Case Evaluation Checklists

• OSCE Scoring and Communication Standards

• Faculty Teaching Session Preparation

• Physician Norms and Communication Workshop

• Standardized Patient Session Planning

• Medical Ethics and Patient Confidentiality