Learning From Teaching

Learning From Teaching



Learning associated with teaching medical students, residents and fellows.)

Learning from Teaching awards physicians AMA PRA Category 1 Credit(s)TM for the learning that occurs during their preparation for teaching, supervising, precepting, or evaluating medical students, residents, or fellows. It is important to point out that this is credit associated with the amount of time spent teaching the new information. (It is not the amount of time spent learning the new information. It is, also, not credit for day-to-day teaching as a faculty member.)


The ACCME (Accreditation Council for Continuing Medical Education) and OSU’s Center for Continuing Medical Education guidelines for claiming Learning from Teaching credit are:

  • Learning from Teaching credit is available to physicians who have a faculty appointment at OSU and who are working with students, residents, or fellows in one of the University’s LCME and/or ACGME-approved programs.
  • Credit is awarded for the formal learning activity that the physician engages in in preparation for teaching and must be paired with preparing to teach trainees (e.g., lectures, developing case studies, supervising clinical or simulated activities, teaching clinical skills, mentor QI/PI projects). This is not credit for speaking at a conference.
  • Credit can only be earned for the first time that the information is taught. It cannot be earned for each time that the new information is taught to a different audience. So, for example, if the new information is taught to an advanced class on a Tuesday, credit cannot be earned again for teaching the same information to a different advanced class on Thursday.
  • After-the-fact learning could qualify for credit in Learning from Teaching. Questions might arise in a clinical situation that require research in order to “circle back” to the trainees with the appropriate information.
  • Education material that is used in the learning process must be independent of any ACCME-defined commercial interest.
  • One Activity Declaration Form should be completed for each teaching event that resulted in a learning session, and submitted to the CME department. For example, if a new subject is taught once a week, a form should be completed once a week.
  • Learning from Teaching documentation requires verification by the appropriate UME/GME director that the learner is approved to teach.
  • Forms must be submitted within 6 months of the teaching event in order for credit to be awarded.
  • Credits will be rounded to the nearest 15 minutes and are earned on a 2:1 ratio of the amount of time spent teaching the new information. Regardless of how much time was spent preparing for the teaching experience, the number of hours of credit assigned is attached to the amount of time spent teaching the new information to the students/residents/fellows.
  • Allow up to 2 weeks for review of submitted forms before approved credit is issued.



  • A faculty member is asked to give an interactive skills-based workshop to two different classes on “Sinusitis” designed to address medical students’ inability to evaluate patients appropriately for this condition. The faculty member identifies, through self-assessment, that she does not know the anatomy of the sinuses, does not know the pathophysiology of these processes, and does not have a personal strategy in place for taking a history regarding sinusitis or for examining the patient. Therefore, she conducts her own personal learning project to address these needs – and can then describe what new strategies she develops as a result. Also, during this process she learns several new skills associated with including x-ray images and 3D-imaging videos in her educational presentations using software tools. She uses this new information to teach her medical students so she can claim learning from teaching credit for the amount of time she spends teaching the new information. The credit would be calculated based on the amount of time spent teaching the new material. So, for example, if she taught it for 30 minutes of a one hour class, she would receive 1 AMA PRA Category 1 Credit(s) TM based on the 2:1 ratio. (30 minutes or .5 x 2 = 1 credit) But, she can only claim that credit one time. She can’t claim it twice because she taught it to two different classes.
  • It is possible to “work backwards” on this type of activity since research for a knowledge or skill gap may not occur until a situation presents itself. This refers primarily to clinical questions that arise. In those cases, the “gap” in knowledge or experience would be identified and the information on the Activity Declaration Form would be completed accordingly. The new information would then be conveyed to the trainees and the credit would be based on the time spent teaching the new skill or information.


  • A primary care provider served as a preceptor to rotating medical students during the past semester. The students followed him through the clinic throughout the day while he taught by example. Since he did not learn anything new in preparation for the teaching/precepting experience, no credit can be earned.
  • A faculty member teaches an anatomy class every Tuesday and Thursday to two different groups of students. Unless she spends time learning new information for the class, this activity does not qualify for learning from teaching. She cannot earn credit for day-to-day teaching as a faculty member. There must be new information communicated to the class.

Download the attached Teaching from Learning packet to begin documenting an activity.

Download the Director Attestation Form.

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