Although some techniques were more popular than others, every technique was selected as a Top 3 technique for future practice. Clinical Coaching Cards is a card game that applies active learning within a framework of peer coaching to teach bedside and clinical teaching techniques. Clinical Coaching Cards is a card game that applies active learning within a framework of peer coaching to teach bedside and clinical teaching techniques. Physicians enter residency with varied knowledge regarding the purpose of progress notes and proficiency writing them. The objective of this study was to test whether resident knowledge, beliefs, and confidence writing inpatient progress notes improved after a 2.5-hour workshop intervention. An educational workshop and note assessment tool was constructed by resident and faculty stakeholders based on a review of literature and institutional best practices. The Progress Note Assessment and Plan Evaluation (PNAPE) tool was designed to assess adherence to best practices in the assessment and plan section of progress notes. Thirty-four residents from a midsized pediatric residency program attended the workshop, which consisted of didactics and small-group work evaluating sample notes using the PNAPE tool. Participants completed a four-question online pre- and postworkshop survey to evaluate their knowledge of progress note components and attitudes regarding note importance. Pre-post analysis was performed with Chi-square testing for true/false questions, and Mann-Whitney testing for Likert scale questions and summative scores. A majority of pediatric residents completed the preintervention ( = 26, 76% response rate) and postintervention ( = 23, 68% response rate) surveys. Accurate response rate improved in 15 of 20 of the true/false items, with a statistically significant improvement in five items. Resident perceptions of note importance and confidence in note writing also increased. A workshop intervention may effectively educate pediatric residents about progress note best practices. Further studies should assess the impact of the intervention on sustained knowledge and beliefs about progress notes and subsequent note quality. A workshop intervention may effectively educate pediatric residents about progress note best practices. Further studies should assess the impact of the intervention on sustained knowledge and beliefs about progress notes and subsequent note quality. Inappropriate antibiotic use and spread of resistance is a well-known problem, and medical students have indicated they want additional education on appropriate use of antimicrobials. We introduced a series of short whiteboard animation videos on empiric antibiotic selection as a supplemental resource for fourth-year medical students during a transition to residency course. A total of eight whiteboard animation videos on empiric antibiotic selection were created using Camtasia. The video series started with the narrowest spectrum antibiotic discussed and progressed up an antibiotic ladder to broader spectrum antibiotics. Questions were embedded in each video. Students were offered a pretest prior to viewing the video series as well as a posttest after completing the video series. After each individual video, students were offered a postvideo survey with Likert-scaled questions evaluating student perceptions of the video. All tests and surveys were anonymous. Scores of pre- and posttests were compared with unpaired tests. We received 37 pretests and 14 posttests. The average score on the pretest was 66% compared with 93% on the posttest ( <.0001; 95% CI 16.78, 37.93). Seventy-two postvideo surveys were completed across all videos. Of student responses, 100% either agreed or strongly agreed that the evaluated module was an effective way to learn the material. Our results suggested that this scaffolded, interactive video animation series on antibiotic spectrum and selection was an effective learning activity. Our results suggested that this scaffolded, interactive video animation series on antibiotic spectrum and selection was an effective learning activity. This team-based learning (TBL) exercise focused on hemolysis and hemoglobin structure and function. https://www.selleckchem.com/ATM.html The goal was to emphasize content that directly impacts clinical practice, but obliges students to understand underlying pathophysiology. The readiness assurance test (RAT) covers oxygen affinity, diagnosing hemolysis, inherited causes of hemolysis (G6PD deficiency, hereditary spherocytosis, sickle cell disease, thalassemia) and acquired causes of hemolysis (thrombotic microangiopathies, autoimmune hemolytic anemia). The application activity focused on thalassemia, sickle cell disease, and autoimmune hemolytic anemia. Second-year students were divided into teams of five to six students each with one facilitator for each classroom. Students completed an individual RAT (iRAT) followed by a group RAT (gRAT). The facilitator reviewed answers of the RATs emphasizing questions where there was a lack of clarity about the correct answer. Students completed the application activity within their teams followed by a discussion guided by the facilitator. On average, students answered 63% of answers correctly on the iRAT. The average team score on the gRAT was 26.7 out of 30 points. The session was well reviewed by both students and facilitators. Students ranked the quality of all facilitators as excellent with an average rating of 4.4 of 5. Exam scores improved compared to prior to the introduction of TBL, but this was also found for material not covered. The use of TBL to emphasize the relationship between pathophysiology and the diagnosis and management of patients was both an effective teaching method and a successful way to engage medical students. The use of TBL to emphasize the relationship between pathophysiology and the diagnosis and management of patients was both an effective teaching method and a successful way to engage medical students. It is crucial that residents learn in environments that are psychologically safe and free of morale-harming rumors. This workshop introduced the Ladder of Inference as a means for programs to foster psychological safety, mitigate against rumors, and increase trust. Residents and faculty of two residency programs (cohorts A and B) were introduced to the Ladder of Inference. After an interactive discussion, small groups applied the concept to engaging, highly relevant hypothetical situations. Debriefing and reflection followed the group work. Finally, attendees completed an assessment of the workshop's effectiveness (10 7-point questions) and their satisfaction (one 7-point question). Seventeen residents from cohort A completed the workshop, and 15 completed the assessment (response rate 88%). Participants found it favorable ( = 65.9 out of 70) and satisfactory (6.3 out of 7). Twenty-eight residents and faculty from cohort B completed the workshop, and 15 completed the assessment (response rate 54%). Cohort B participants also found the workshop favorable ( = 64.