Elearning Review
UW MEDICINE INTERNAL SITE – Please don’t forward or copy without permission. This page is for administrative review of elearning courses only.
NOTE: THIS IS NOT THE LEARNING MANAGEMENT SYSTEM.To complete the required online training, Residents and Fellows please log in to the Learning Management System.
| Module Name | Description | Authors | Link |
|---|---|---|---|
| Abuse and Neglect: Mandatory Reporting in WA State | Educates on existing policies and procedures on reporting harm, and provides with the knowledge needed to assist those in danger. Through a legal review, the learner will be better equipped to handle those difficult situations tied to obvious or potential cases of abuse. | Thomas W. Pendergrass, MD Erica Sumioka, JD | Go to module |
| History of Race & Racism in Medicine & Science | This module explores the concept of "race" as a "socio-political construct" which has changed throughout history. It critiques understandings of race that emphasize biological or genetic differences and the categories and hierarchies created to justify these ideas. It then highlights how these beliefs have caused harm in the field of medicine (including continuing contemporary impacts) and what we can do to combat this racism in our own work today. | Office of Healthcare Equity | Go to module |
| Advancing Equity, Diversity and Inclusion at UW Medicine | UW Medicine’s mission is to improve the health of the public. To deliver on that mission, our vision is to ensure policies and practices focus on equity, social and health justice and strive to become an anti-racist organization. This module provides a grounding in the fundamental principles of healthcare equity at UW Medicine and fulfills the state mandate for all public employees to receive training in diversity, equity, and inclusion. | Office of Healthcare Equity | Go to module |
| Infection Prevention | Fundamental infection control measures such as hand hygiene, respiratory hygiene, standard and transmission-based precautions, aseptic technique, and immunization against vaccine-preventable diseases play a significant role in preventing the transmission of infectious agents within the healthcare setting. This module provides an overview of UW Medicine best practices to mitigate the transmission of infectious diseases. | John B. Lynch, MD Seth Cohen, MD Abby Hussein, MD Nandita Mani, MD | Go to module |
| Bloodborne Pathogens | Presents a broad range of infection control concepts and practical steps to ensure the safety of patients and healthcare professionals. Module must be completed annually, to maintain compliance with OSHA and WISHA regulations. | Timothy Dellit, MD Anneliese Schleyer, MD Estella Whimbey, MD | Go to module |
| Respiratory Protection | Covers precautions for airborne transmission of infection in healthcare settings. Learners get an overview of airborne-transmitted diseases and risk factors for healthcare workers, reinforced by case studies of significant airborne outbreaks. | Estella Whimbey, MD Mary Dessel, RN, BSN | Go to module |
| Prioritizing Ourselves When Fatigued | This brief module explores the signs and impact of fatigue and provides resources to equip and support residents and fellows as it occurs, as well as information on reporting concerns regarding its impacts. | Jennifer Best, MD Hadar Duman | Go to module |
| Prepare to ADAPT for the Learner | Empowers learners to ask for feedback with an easy-to-use feedback framework. Learners first identify their coaches—attendings, peers, or other individuals in their learning environments—share the feedback framework with them, and then capture the most salient feedback points for next steps. The online portion takes less than five minutes to complete; at the end of the module, learners are directed to the ADAPT Feedback Tool to capture of the most useful suggestions. Three repetitions of the feedback process in the clinical learning environment is recommended. | Tyra Fainstad, MD Judith Pauwels, MD Kristen Patton, MD Susan Johnston, EdD | Go to module |
| Prepare to ADAPT for the Coach | Identifies learner attributes that create feedback successes as well as challenges. Coaches apply principles to help create a learning environment that encourages the feedback process, while employing the “Prepare to ADAPT” feedback framework to give useful, brief, specific and actionable feedback. This module takes less than 10 minutes to complete. | Adelaide McClintock, MD Tyra Fainstad, MD Kristen Patton, MD Susan Johnston, EdD J.M. Monica van de Ridder, PhD, MSc | Go to module |
| One Minute Preceptor | Introduces residents and fellows to the One Minute Preceptor, a practical evidenced-based tool for teaching in the fast paced clinical setting. | Mark Wicks, PhD Thomas J. Halverson, PhD | Go to module |
| Antimicrobial Stewardship | Antibiotics… the more we use them, the more resistant the bacteria become! With so many antibiotics at your fingertips, how do you make the best choice every time? This module covers just that, using challenging interactive scenarios. | Paul Pottinger, MD UW Medicine’s Antimicrobial Stewardship Team | Go to module |
| Central Venous Catheter | This module was developed to orient UW Medicine providers who place or assist in placing CVCs to the best practices and key procedural step of this procedure. It was designed to serve as initial training for providers new to this procedure, review for more experienced providers, and a tool for just-in-time training prior to CVC placement in the clinical setting. If required to obtain or maintain special privileges in CVC placement at UW Medicine, this module must be completed within the LMS system. | Amy Morris, MD Ylinne Lynch, MD, MS Rob Klemisch, MD Ananya Bhatia-Lin, MD | Go to module |
| Language Access (Opt-In) | UW Medicine’s interpreters and translators support effective communication between patients and their care teams. This module explains when, why, and how to utilize this resource to best support equitable patient outcomes and safety. | Linda Golley, MA Molly Blackley Jackson, MD Genevieve Pagalilauan, MD | Go to module |
| Patient Safety & Transitions of Care | This module addresses critical issues of patient safety and transitions of care, by asking learners to make decisions about realistic in-patient cases. It also includes a brief simulation of how to submit a PSN (Patient Safety Net) report, in an effort to help break down the barriers around report submission by residents and fellows. In addition, the I-PASS Handoff System (Illness severity, Patient summary, Action list, Situation awareness and contingency planning, Synthesis by receiver) is described in detail, and its use is strongly recommended. | Christopher Kim, MD, MBA, SFHM Anneliese Schleyer, MD, MHA, SFHM Patricia Kritek, MD, EdM Jessica Yanny-Moody MS, CNS, CCRN Christine Cottingham, MS, RN, CPPS Katy Hicks, MD | Go to module |
| Required Clinician Training | The Required Clinician Training fulfills global regulatory clinical education requirements for UW Medicine providers. This module includes training on bloodborne pathogens, emergency preparedness, antimicrobial stewardship, restraints & seclusion, and informed consent. | John B. Lynch, MD, MPH Danica Little, MHA Paul Pottinger, MD Abby Hussein, MD MPH Tracy Deskin, RN MSN, CHC Brian Johnston, MD MPH | Go to module |
| Venous Thromboembolism (VTE) | This training module presents best practices around prevention of VTE. After completing this module learners will be able to recognize risk factors for VTE and identify indications and contraindications for VTE prophylaxis. They will also recognize appropriate drugs for pharmacologic prophylaxis, as well as the need to adjust VTE prophylaxis for special populations. | Ann Wittkowsky, PharmD. Richard Goss, MD, MPH | Go to module |
| LGBTQ Inclusion: Tools for Providers | The sub-standard treatment of LGBTQ patients is a critical population health issue, and addressing this gap is part of UW Medicine’s mission to improve the health of the public. The scenarios in this short training offer providers an opportunity to practice and refine skills for creating a welcoming and inclusive environment for our LGBTQ patients. | Shireesha Dhanireddy, MD Corinne Heinen, MD Amy Law | Go to module |
| Physician Well-Being | The traditional battle-hardening culture of medical education is ineffective and harmful to learners and faculty alike. Nearly 60% of UW GME residents surveyed in March 2018 were burned out. The much needed culture shift in our institutions can begin with physicians practicing the skills of identifying and sharing your concerns, being supportive of your colleagues, and taking small concrete steps towards personal resilience. This module offers you realistic scenarios, relevant self-assessment, and links to additional tools and resources. | Rosemary Adamson, MB BS Kathleen Berfield, MD Lars Margolis, MD Sheri Davis, MSW LICSW Mindy Stern, MSW LICSW Mariam Shehata, MD Chris Bundy, MD MPH Hadar Duman | Go to module |
| Sexual Harassment in Patient Encounters: Response and Prevention | As a physician, you have the ability and responsibility to stop or deescalate sexual harassment behaviors in patient encounters. It is time to think and act beyond legal compliance, in order to address the culture and climate that impacts all of our workplaces. You can intervene. Many of the intervention strategies we share in this course can also be used in other workplace encounters. | Mahogany Ambrose, MD Jennifer Best, MD Cindy Hamra, JD, MA Ilana Krumm, MD Alexa Rodin, MD Courtney Tuegel, MD | Go to module |
| Risk Adjustment Documentation | As a system, UW Medicine has serious gaps in accurate documentation. These gaps result in major losses both in patient care quality and in funding for support services our patients dearly need. The training module takes less than 10 minutes to complete and provides simple steps providers take to improve their documentation right away. | Leah Marcotte, MD Tamara Atkins, MD Cora Espina, ARNP | Go to module |
| Bystander Intervention for Sexual Harassment | Many bystanders do not intervene when they witness an incident that could have been sexual harassment. Acknowledging an incident and helping our colleagues is important to all of us. In this course, you will learn about intervention strategies and the resources available to support you and your colleagues. | Mahogany Ambrose, MD Jennifer Best, MD Cindy Hamra, JD, MA Hadar Duman | Go to module |
| WA State Opioid Rules & Best Practices | We aim to ensure our healthcare professionals who prescribe opioids for pain for any indications are doing so safely and according to state rules and best practices for pain management. This module is consistent with an emerging national consensus by the CDC, FDA, and professional pain societies regarding best practice guidelines for Healthcare professionals for management of patients receiving opioid prescriptions regardless of formulation or type of pain. | David J. Tauben, MD, FACP Debra B. Gordon, RN, DNP, FAAN | Go to module |
| Communication and Resolution Program Preview | All of us at UW Medicine strive to provide patients with the best healthcare possible. Yet, sometimes patients are harmed by their care. By using UW Medicine’s Communication and Resolution Program (CRP), we can ensure that when patients are harmed by healthcare, we respond effectively and learn so that care can be improved going forward. In this module, learners will be able to: describe what a CRP is and how it differs from the traditional response to patient harm; identify which events flow through the CRP process and how to activate that process; outline the steps in the CRP process over time and who is responsible for each step; and identify and demonstrate the skills required to communicate with patients and families in the CRP process and know where to find tools and resources to help. | Lisa Hammel, MD Thomas H. Gallagher, MD Paulina Osinska, MPH Marcia Rhodes | Go to module |
| Ventricular Assist Device Refresher | Patients with a Left Ventricular Assist Device (LVAD) are living in the community and thriving. When LVAD patients are encountered, it may be on a low frequency, but high acuity situation. So it is important that you have a fund of knowledge and tools to ensure the encounter is successful. This annual refresher keeps clinicians current on UW Medicine practices and policies. | Lisa Guertin, DNP, ACNP-BC Jay Pal, MD, PhD Claudius Mahr, DO, FACC, FESC | Go to module |
| Implicit Bias and Microaggressions | Interrupting Bias and Microaggressions is one of five required training courses in the EDI Foundations Training Program. Completion of all five courses is required for all members of the UW Medicine community as part of the June 2020 executive leadership pledge for UW Medicine to become an anti-racist organization. The goal of this course is to increase system-wide awareness and understanding of the problems of individual bias and microaggressions. To do this, we will: discuss the harm and racial bias associated with acts of microaggression, explore the mental processes that influence bias and microaggressions, and consider strategies to mitigate the impact of bias and microaggressions at UW Medicine. | Jonathan Kanter, PhD | Go to module |