1. Introduction The Teaching and Assessment for Nursing and Allied Health Educators (TANAHE) program is designed to support all clinical educators, including adjunct faculty members, as they address some of the issues inherent within clinical education. It intends to help those with teaching responsibilities to become more proficient in tailoring and preparing their teaching according to learner needs and diverse educational settings; in developing clinical reasoning skills; in involving patients in the learning process; in designing appropriate assessments; in delivering and receiving feedback; and in addressing potential challenges. Ultimately, this program will help educators ensure that the clinicians of tomorrow are fit to practice.. City College of New York Quinnipiac University The University of Newcastle, Australia University of Lincoln University of New England, Australia University of Worcester Developed in collaboration with: Dr. Laura Dzurec PhD, PMHCNS- BC, ANEF, Lead Advisor (TANAHE US) Dean of the School of Nursing at Widener University, Lead Advisor

2. What is Teaching and Assessment for Medical Educators? Two online courses focussing on clinical teaching and research skills and clinical assessment, evaluation and feedback. Developed for full and part-time educators in nursing and allied health schools, clinical mentors and graduate teaching assistants. Available also in a international version with different content. This program encourages participants to review their profession-specific standards and domains Easy-to-follow online learning course, with additional offline study. Interactive videos, surveys and audio learning and interviews and insight from medical professionals. Example from Course 1, Chapter 1: Clinical teaching: The educator

3. Clinical teaching and learning CoursesActivitiesOutline Clinical teaching and learning Core: 2 hours Additional: At least 16 hours Clinical teaching and learning encourages participants to reflect on their responsibilities to learners, to their institutions and programs, and to the public. Topics include teaching in a logical sequence, preparing patients and learners for the teaching process, self-assessment, interprofessional practice and clinical reasoning. Syllabus:  Clinical teaching  Preparing for clinical teaching and learning  Understanding what you are teaching  Clinical teaching approaches  Accommodating different needs and dealing with challenging situations

4. Clinical assessment, feedback and evaluation CoursesActivitiesOutline Clinical assessment, evaluation and feedback Core: 1 hours, 30 mins Additional: At least 14 hours Clinical assessment, feedback and evaluation outlines the fundamental concepts in clinical assessment. Topics include formative and summative assessment, criterion- referenced and norm-referenced assessment, effective documentation, workplace-based assessment, the use of simulation, and the provision of constructive and supportive feedback. Syllabus:  Introduction to assessment in clinical practice  Managing assessment in clinical practice  Assessment types, feedback and evaluation

5. What does it look like? Interactive activities, models and scenarios. Interviews with professionals and students on some of the key components of clinical teaching and learning. Case studies and practical scenarios exploring real-life examples. Practice scenario at the end of the course to help participants to apply new knowledge and skills to a realistic, clinical situation. Interactive activities to help illustrate models such as the one-minute preceptor and SNAPPS models. Interactive polls with real-time results for course-takers to assess their answers against others. An example from Course 2, Chapter 2: Types of clinical assessment - Clinical and workplace-based assessment

6. ‘Comprehensive and timely, this program provides support to all clinical educators (including adjunct faculty members) as they address some of the dilemmas inherent within clinical education. The program addresses not only objective, information-based material vital to enacting clinical faculty roles, but also many of the more subjective, soft skills necessary to faculty members’ effectiveness and subsequent student learning. It supports faculty members’ discernment of their strengths and areas for improvement.’ Dr. Laura Dzurec PhD, PMHCNS-BC, ANEF – Lead Advisor Dean of the School of Nursing at Widener University