Professional Development

Conference Presentation: Destination: Patient Outcomes – Our Journey to Improving Patient Care

Who’s Teaching the Teachers? Building a Professional Development Curriculum for Teachers-as-Learners

Monday, January 22
3:30 PM - 4:30 PM
Location: Palazzo D

Physician Credits: 1.0

Nursing CE Credits: 1.0

Pharmacy Credits: 1.0

ACPE UAN: 0809-9999-18-090-L04-P (Knowledge)

CHCP Exam Designation: CHCP Professional Exam

Session Description
In this session, learners will explore how using adult learning principles to design and execute faculty development offerings can position faculty as learners who are experiencing best practices. Specifically, presenters will review the common approaches in supporting faculty before their teaching, and providing feedback to faculty after their teaching. Then, they'll tell the story of how Knowledge to Practice changed these point-in-time interventions into a comprehensive faculty development cycle, allowing faculty to evolve their approaches to teaching to more meaningfully and effectively facilitate learning using adult learning strategies, tactics and tools with their own learners. The session will then show how this new model of teaching-as-learning can support all kinds of teaching, with applicability to fellowship or residency training programs, CME contributors or committee members, and more. Finally, the presenters will show how even patient care processes can be improved more effectively and efficiently when health care professionals employ learning and change best practices when communicating with their patients.

Learners will also discuss how faculty development (teaching the teacher) aligns with the updated criteria for ABIM MOC credit, as well as how faculty development can address ACCME criteria for commendation (C29: The provider designs CME to optimize communication skills of learners; C31: The provider creates individualized learning plans for learners; C32: The provider utilizes support strategies to enhance change as an adjunct to its CME; C34: The provider supports the continuous professional development of its CME team; C36: The provider demonstrates improvement in the performance of learners).

Learning Objectives:

Jessica Martello

Learning Engineer
Knowledge to Practice
Bethesda, Maryland

Jessica Martello is an instructional designer and e-learning developer. Her work at Knowledge to Practice includes educational design across several products, including CurrentMD and K2P Academy.


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Kevin Grolton

Learning Engineer
Knowledge To Practice
Bethesda, Maryland

Kevin Grolton is a learning design professional with 8 years of experience developing educational programs for physicians and researchers; specializing in the integration of technology and learning, and expanding the reach of traditional learning models through new tools, techniques, and processes. At Knowledge to Practice, Kevin is a Learning Engineer supporting the creation of assessment-based educational interventions both live and online.


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Who’s Teaching the Teachers? Building a Professional Development Curriculum for Teachers-as-Learners

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