This deck highlights the importance of using inquiry-based strategies for teaching in clinical and preclinical settings to promote learners' reflective engagement in learning and practice. Strategies include: Sequencing, scaffolding, Think-Pair-Share, and a formula for customizing your questioning and fostering the kind of thinking in which you would like the learner to engage. More @ FID.medicine.arizona.edu.

Deck emphasizes effective communication, responsive feedback and inquiry to promote self-assessment and reflection on learning and practice in undergraduate medical education.

This Haiku Deck describes how to use the online form for reporting Residents as Educators (RAE) activity to comply with the University of Arizona College of Medicine policy requiring residents as educators development. See the Guide on UA CoM RAE Policy to learn more about the policy and available residents as educators educator development and support.

This Haiku Deck describes the University of Arizona College of Medicine policy on residents as educators development, the mechanisms for central monitoring and reporting such activity, and information for requesting residents as educators training or support.

An overview of Teaching Scholars Projects, developing and refining research questions, drafting project outline (lay summary for IRB project application), and identifying data sources and relevant methods; issues of consent

a haiku by Ralph E. Ellinwood (2014)