A Tool to Advance Inclusive Teaching Efforts: The "Who's in Class?" Form.

We developed the "Who's in Class?" form with the major goals of increasing instructors': (1) awareness of their learners' diverse attributes and identities, and (2) implementation of inclusive teaching practices. This article provides an overview of the tool in addition to feedback from instructors who used the form, and their students' perspectives. Instructors taught a variety of courses at the undergraduate and master's levels.

Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

Problem: Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students.