This presentation features a) a new framework for delivery of structured microteaching by imbedded behavioral health clinicians on interdisciplinary teams; b) a panel of experts (Jennifer Funderburk, Stacy Ogbeide, Angela Lamson, Jodi Polaha, Christina Abby, and a BH student) critiquing our microteaching approach and providing feedback for refinements; c) audience Q&A discussion.

Theoretical frameworks integrating behavioral health into medical or interdisciplinary teams often refers to the importance of the behavioral team member as an educator. However, little has been written on this topic. Microteaching and related constructs (e.g., microlearning, micro-skills, one-minute preceptor, pseudo-improvised teaching, etc.) have generally been described in the medical resident literature as in vivo teaching techniques used to breakdown practice knowledge into smaller, manageable components or skills to improve clinical care delivery. Without having a strategic framework for microteaching, the success of these interventions relies on the individual personality of the imbedded behavioral health provider. First the presentation will describe the need for the structured microteaching approach (10 minutes). Then we will summarize the current literature on microteaching as well as the direct experiences as an imbedded behavioral health provider on inpatient medical teams that were used to build a framework for defining, operationalizing, or piloting microteaching (15 minutes). A panel of experts (Jennifer Funderburk, Patti Robinson, Stacy Ogbeide, Angela Lamson, Jodi Polaha, Christina Abby, and a BH student) will be used to critique our microteaching approach, discuss how it aligns with their experiences, and then provide feedback for refinements (30 minutes). Audience members will also have the opportunity to engage with the presenter and panelists for Q&A discussion (5 minutes).