b'Guide to Digital ClerkshipsKNOWLEDGE & CASE EXPERIENCEUpper levels teachIn large groups, define the expectation for advanced learners to speak at the level of the beginning learners, but only when you cue them. Asking your advanced learners to hold back is to ensure that the lightbulb moment isnt stolen from the beginners. When the time is right, prompt your advanced learners to teach (at the beginners level) with a, Hey R3s.this is your chance to shine. Theyre more than capable and will take it from there. Upper levels should be teaching on the wards, regardless. But to prevent the session from turning into a disorganized lecture from the upper levels to the beginners, use this approach. It works just as well online as it does in person.Plan the session to escalateIf you know that you will be working with a heterogeneous group of learners, start the session with questions that are not hard for R3s but that might be on the cusp of challenging for M3s. Explicitly state which level of learner the question is for, and let that set of learners answer while the rest listen. You may find some M3s have mastered a topic that an R1 hasnt. Thats okay. The point is to stimulate discussion, limit lecturing, and promote engagement.SummaryThink of all the online lectures and webinars that you have attendedhow many actually held your attention? Dont slip into the lecturer trapkeep your learners engaged by leveraging the flipped classroom and clerkship model.Hold your students attention by spelling out that they must come prepared for didactics by doing the assigned preworkbecause they will be going beyond the videos and answering complex clinical questions that often have no right answer. We find that the students rarely listen; ours assumed their clerkship would be passive just like every other one. Our hope is this has changed with current events, but its okay if the first session is rocky. We learn by failure, too.Performance from everyone will improve as they become comfortable with the approach. It might seem easy, but its certainly going to take work. Were here to help. Ask us questions, use our resources (there are separate learner-focused resources that you should have received), take advantage of our practical-application webinars for faculty, and JUST KEEP PRACTICING!Dustyn Wiliams, MD, and the OnlineMedEd Team9 OnlineMedEd. All rights reserved.'