The RIME Model - Hofstra North Shore-LIJ School of Medicine

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Atul Gwande Article � Personal Best
Session Objectives Faculty will be able to: � Identify coaching as a core feedback skill � Distinguish characteristics of collaborative feedback � Apply feedback principles to interactions with learners (students, residents) � Define RIME � Identify types of questioning � Apply questioning as a learning tool
Page 1 and 2: Feedback Through Coaching & Learnin
Page 3 and 4: New Yorker Magazine Annals Of Medic
Page 5: The Four Stages of Learning Compete
Page 9 and 10: Ability/Skil l Our Goal Confidence
Page 11 and 12: Characteristics of Credible Clinica
Page 13 and 14: Coach � Direct Observation with c
Page 15 and 16: Types of Feedback ● Positive: sta
Page 17 and 18: 4 Components of Feedback � Level
Page 19 and 20: Global Feedback • Minimal • “
Page 21 and 22: RIME Provides data for feedback All
Page 23 and 24: RIME With Reasons � The R-I-M-E m
Page 25 and 26: Framework for RIME Progression �
Page 27 and 28: Linking Question Types to RIME �
Page 29 and 30: Questions about Questions What is t
Page 31 and 32: Explore complex ideas To pursue tru
Page 33 and 34: • Understand and assess thinking
Page 35 and 36: Clinical Presentation � Scenario
Page 37 and 38: Learning Objectives Related to: �
Page 39 and 40: Types of Questions � Conceptual c
Page 41 and 42: Types of Questions � Probing rati
Page 43 and 44: Types of Questions � Probe implic
Page 45 and 46: General Guidelines for Socratic Que
Page 47 and 48: Continued � Scenario 27 yo G5P203
Page 49 and 50: Questions
Page 51 and 52: Hofstra NS-LIJ SOM Imaging Curricul

The RIME Model - Hofstra North Shore-LIJ School of Medicine

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