Frank H. Netter MD School of Medicine Faculty Development

For in-person or Zoom sessions, you will be given CME instructions at the beginning of the session. After completing CME approved online modules, email Katie Lyons at katie.lyons@qu.edu who can verify your completion of the module and provide your CME certificate.

CME is provided through Hartford HealthCare. In support of improving patient care, Hartford HealthCare is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Blackboard allows you to access course work and important faculty development information.

Log in to Blackboard with your Quinnipiac username and password

Once you’re logged into Blackboard, you will be able to view a variety of information from your dashboard, including announcements and course information. You will find all faculty development information in Netter Faculty Development, located in My Organizations.

All Netter faculty have access to Blackboard. If you don't have access, contact Sheryl Cinicola by email at sheryl.cinicola@qu.edu. If you need assistance with logging in, forget your password, or have other Blackboard-related questions, call 203-582-4357.

You should receive an email invitation for every "live" event with registration information. If you are not receiving faculty development emails, contact Katie Lyons by email at katie.lyons@qu.edu.

Visit the Blackboard site (Netter Faculty Development) and click on the Online Modules tab. After completing online modules, email Katie Lyons at katie.lyons@qu.edu who can verify your completion of the module and provide your CME certificate.

You can contact Katie Lyons, faculty development program coordinator, by email at katie.lyons@qu.edu or by phone at 203-582-8803.

View more frequently asked questions

Teaching and Assessment for Medical Educators: Clinical Assessment, Evaluation, and Feedback Module. Link will require Blackboard login to access.

This course explains competency-based medical education and types of clinical assessments, and reviews strategies to help you provide better assessments of your learners and deliver more effective feedback. Category 1 CME Credit: 2 Hours

• A Tastier Feedback Sandwich
• Write the Best Feedback Ever
• Medical Students' Feedback on Feedback

The Netter TOLD ME (To Learn & Develop for Medical Educators) podcast series is for busy medical school faculty who want to expand their knowledge of teaching skills. Listen on iTunes, Spotify, or the QU website and visit the website to earn 1 Hour of Category 0.5 CME Credit for each podcast.

Visit the TOLD ME Podcast page

Hannon P, Timme K. The GO Ask Tell Ask Model: How Clinician Educators Can Give Effective Feedback. University of Utah School of Medicine, 2019.

Examples of Feedback Narratives in the Coach Program. University of Wisconsin School of Medicine and Public Health

Feedback - A Request from Internal Medicine Residents. University of Cincinnati Internal Medicine Residency Program. YouTube Video 2016.

Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ Online. 2014 Jul 28;19:25141.

Archer JC. State of the science in health professional education: effective feedback. Med Educ. 2010;44:101-8. Blackboard access only

Burgess, A., van Diggele, C., Roberts, C. et al. Feedback in the clinical setting. BMC Med Educ 20, 460 (2020). https://doi.org/10.1186/s12909-020-02280-5

Ende J. Feedback in clinical medical education. JAMA. 1983;250:777-81. Blackboard access only

Hewson M, Little M. Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med 1998;13:111-6.

Jamtvedt G, Young JM, Kristoffersen DT, O’Brien MA, Oxman AD. Audit and feedback: effects on professional practice and health care outcomes. Cochrane Database Syst Rev; 2006; Issue 1. Art. No.: CD000259. doi: 10.1002 ⁄ 14651858.CD000259.pub2. Blackboard access only

Kogan JR, Conforti LN, Bernabeo EC, Durning SJ, Hauer KE, Homboe ES. Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ 2012;46:201-15. Blackboard access only

Long S, et al. Factors affecting perceived credibility of assessment in medical education: A scoping review. Adv Health Sci Educ Theory Pract. 2021 Sep 27. doi: 10.1007/s10459-021-10071-w. Epub ahead of print. PMID: 34570298. Blackboard access only

Meriwether KV, Petruska SB, Seed WN, Gaskins JT, Stewart JR. Factors Associated with Quality and Adequacy of Medical Student Feedback on Core Obstetrics and Gynecology Clerkships from the Student and Clerkship Director Perspective: Secondary Analyses of a Prospective Cohort Study. J Surg Educ. 2020 Sep-Oct;77(5):1121-1131. Blackboard access only

Moss HA, Derman PB, Clement RC. Medical student perspective: working toward specific and actionable clinical clerkship feedback. Med Teach. 2012;34(8):665-7. Blackboard access only

Perera J., et al. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Med Teach. 2008;30(4):395-9. Blackboard access only

Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34(10):787-91. Blackboard access only

Schopper H, Rosenbaum M, Axelson R. 'I wish someone watched me interview:' medical student insight into observation and feedback as a method for teaching communication skills during the clinical years. BMC Med Educ. 2016 Nov 9;16(1):286.

Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians’ clinical performance. Med Teach 2006;28 (2):117–28. Blackboard access only