• students in a learning environment

    Bringing opportunities to enhance teaching skills to faculty

Launching in October 2025!

Health Educators' Academy for Learning (HEAL) aims to empower faculty educators to create enriching learning experiences for health sciences learners.

Check out HEAL

HEAL Educator Series

Each Educator Series is made up of multiple courses designed to advance excellence in health professions. While these courses are designed to be completed as a series, learners may also complete the courses individually. 

Completion of these courses helps fulfill the minimum requirements for HEAL membership, however HEAL membership is not required.

To complete an entire series, completion requirements are indicated below.

If applicable, CME credit information will be posted with the course.

The courses in this series are offered by HEAL, are available for all health sciences learners, and may be taken independently or as a series.


Virtual Sessions:

Essential Principles for Becoming a Master Educator

October 29, 2025, 12-1 p.m.

This course will introduce learners to fundamental principles in adult education assessment and how they relate to health professions learners in a medical environment.

Register

The University of California, Davis, Health is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of California, Davis, Health designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nurses

For the purpose of recertification, the American Nurses Credentialing Center (ANCC) accepts AMA PRA Category 1 Credit(s)™ issued by organizations accredited by the ACCME.

Physician Assistants

Physician Assistants may claim a maximum of 1.0 Category 1 credits for completing this activity. The National Commission on Certification of Physician Assistants (NCCPA) accepts AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society.

Creating a Curriculum from Scratch

November 12, 2025, 12-1 p.m.

Learning design shares common design principles with that of an architect who thinks through the audience, materials, measurements and how best to achieve the final product throughout the stages of planning and building. This course will walk educators through the process of designing education for health professions learners.

Register

The University of California, Davis, Health is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of California, Davis, Health designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nurses

For the purpose of recertification, the American Nurses Credentialing Center (ANCC) accepts AMA PRA Category 1 Credit(s)™ issued by organizations accredited by the ACCME.

Physician Assistants

Physician Assistants may claim a maximum of 1.0 Category 1 credits for completing this activity. The National Commission on Certification of Physician Assistants (NCCPA) accepts AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society.

How to Evaluate your Teaching and Courses

December 3, 2025, 12-1 p.m.

This session equips participants with essential tools for designing effective assessment and evaluation strategies in health professions education.

Registration Coming Soon

Asynchronous Modules:

The Language of Learning
Developing Great Learning Objectives
Making your Teaching Count: Dissemination of Education

Links for asynchronous modules will be available Fall 2025.

Virtual Sessions:

Essential Skills to Teach Like a Champion

January 14, 2026, 12-1 p.m.

This course aims to educate health professions educators on eleven granular teaching skills that they can use in clinical settings and in the classroom.

Registration Coming Soon

Giving Feedback so that it Works

February 18, 2026, 12-1 p.m.

This course aims to educate health professions educators on how to give effective feedback to learners. It will cover background on why learners do not receive feedback well and will teach concrete feedback techniques that will mitigate this problem.

Registration Coming Soon

Creating an Effective Learning Climate

March 18, 2026, 12-1 p.m.

This course aims to educate health professions educators on how to create a safe and effective learning climate.

Registration Coming Soon

Asynchronous Modules:

Clinical Microteaching
Teaching at the Bedside
Teaching Clinical Reasoning

Links for asynchronous modules will be available Winter 2025.

 

I-EXPLORE Curriculum Clerkship Conference: Nurturing Inclusive Clinical Education

"Expectations and Feedback” by Candice Sauder, M.D., Mark Servis, M.D., and Jocylen Glassberg, M.D.

"Effective Evaluations” by Jorge Garcia, M.D., and Micaela Godzich, M.D.



“Teach Like Champions” by Paul Aronowitz, M.D., and Melody Tran-Reina, M.D.

“Trauma Informed Educational Practices” by Piri Ackerman-Barger, Ph.D., and Andrés Sciolla, M.D.


“Power of Words” by Puja Chadha, M.D., Cherie Ginwalla, M.D., and Colleen Sweeney, Ph.D.


“Incorporating Learners into Clinical Practice” by Jonathan Pierce, M.D., Kris Srinivasan, M.D., and Lara Zimmerman, M.D.

Incorporating Learners into Clinical Practice

See the Presentation (PDF)

12 Tips for Teaching Clinical Reasoning

After completing this module, the learner will be able to: (1) Identify key strategies for promoting improvement in clinical reasoning in learners; (2) Understand core approaches to teaching clinical reasoning through “compare and contrast” questioning of learners; and (3) Understand strategies for “diagnosing the learner" when learners struggle to collect patient histories and laboratory data and reason to a diagnosis.

**0.5 CME Credits are available for this course.

Training Link for CME Credit  Training Link

Clinical Microteaching: Breaking It Down

At the end of this course, participants should be able to: Demonstrate how to use simple questions to accurately diagnose learners, laying the foundation for effective feedback and efficient clinical teaching. Understand the critical role of learning climate on the educational process and outcomes. Recall the four steps of the One Minute Preceptor. Examine your own communication style and analyze the clinical thinking process of learners to enhance teaching effectiveness.

**0.5 CME Credits are available for this course.

Training Link for CME Credit  Training Link

MedEd Moments: Giving Feedback

This lesson covers effective methods for giving feedback to learners. Borrowed from a faculty development series, is used with permission from the University of Alabama at Birmingham.

Training Link

MedEd Moments: Setting Expectations

This lesson covers effective ways of setting expectations with medical students and residents. Borrowed from a faculty development series, It is used with permission from the University of Alabama at Birmingham.

Training Link