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Tele-education is the use of communications technologies to distribute knowledge from one health care provider to another when distance separates providers. At the University of Arkansas for Medical Sciences, tele-education has been used for more than two decades to educate and support rural obstetrician/gynecologists throughout the state. Tele-education at University of Arkansas for Medical Sciences incorporates numerous interactive videoconferences and other digital portals and platforms. Continued provider education through tele-education increases access to quality care and evidenced-based practices for rural populations and is an effective strategy in the battle against health care disparities.

Team-Based Learning (TBL) has focused largely on teaching faculty to develop lessons and help learners apply content. TBL literature has overlooked providing guidance or training in quality assurance. In this study, we describe a single institution’s experience with successfully shifting to the TBL model from a traditionally didactic curriculum. A faculty peer review program (FPRP) was instituted to assure that faculty developed quality TBLs and facilitated them according to their training. The transition from didactics to TBL was facilitated by (1) TBL faculty training, (2) development of a peer review committee, and (3) implementation of the FPRP. Following the implementation of the FPRP, students combined mean scores on major shelf exams in Biochemistry increased from 76.9 to 84.1%; Cell Biology, from 77.5 to 82.5%. Their National Board of Medical Examiners Biochemistry shelf exam mean scores increased from 52.4 to 60.8%; overall percentile ranking increased from the 59th to the 85th percentile. The FPRP proved to be integral to TBL faculty development and curricular change efforts. In a survey issued only to faculty who used the TBL model, they expressed appreciation for the FPRP and identified it as a contributing factor in the successful transition to the new TBL curriculum. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40670-019-00735-z) contains supplementary material, which is available to authorized users.

This article was migrated. The article was not marked as recommended. Introduction: Though called upon to teach the next generation of medical students, residents and faculty at academic medical institutions are rarely given formal training in education. This lack of training, coupled with lack of time to devote to teaching, are leading obstacles for academic clinicians educating medical students. Methods: Faculty and residents in the Department of Obstetrics and Gynecology at the University of Arkansas for Medical Sciences (UAMS) were asked to complete a 10-item anonymous survey rating items regarding knowledge about teaching, attitudes towards teaching, and the value placed on teaching medical students. Faculty and residents then attended a 2-hour interactive seminar aimed at improving teaching techniques. After the seminar, the attendees were asked to complete the same 10-item survey. Results: Using roles to match pre-test and post-test responses, a paired samples t-test was analyzed. The faculty group showed significant improvement in two of the 10 items, both of which related to self-assessment of teaching skills. The resident group showed statistically significant improvement in eight out of the 10 items - pertaining to teaching knowledge, teaching skills, attitudes towards teaching, and value of teaching. Cohen's d values showed large to very large effects on 5 of the 8 statistically significant items. Discussion: A brief teaching seminar given to residents and faculty in our department was successful in improving attitudes and knowledge related to teaching medical students.