Faculty Development
Faculty Development Resources Index
- QCOM Faculty Development Presentations 2017-2019
- Faculty Development Resources
- Professional and Classroom Development
Other Links
QCOM Faculty Development Presentations 2017-2020
CME Credit Information
To obtain CME Credit for viewing a recorded session, please review the Enduring Materials section of the CME website. Click "Enroll" and then Sign In to view.
[Faculty Development sessions that qualify for CME Credit are indicated below by an
asterisk (*) and include links to the Enduring Materials section for that particular
session.]
QCOM Faculty Development Presentations 2020-2021
Schedule 2020 - 2021
Date | Time | Title | Presenter(s) |
September 2, 2020 | 3:30 | Learning Objectives & Curricular Mapping | Ivy Click & Ramsey McGowen |
October 7, 2020 | 12:15 | Wellness: Developing Team Resilience | Diana Heiman & Amy Johnson |
October 28, 2020 | 3:30 | Active learning in an Online Environment | Rob Schoborg |
November 18, 2020 | 4:00 | Resident Remediation | Diana Heiman & Mike Ostapchuk |
January 27, 2021 | 3:30 | Identifying & Obtaining Research Funding | Bill Duncan |
February 10, 2021 & February 17, 2021 | 3:30 | Respect for Student & Resident Lives / Cultivating Healthy Educational Environments | Diana Heiman & Amy Johnson |
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Resident Remediation: Success Through Dismissal - A Walk Through the Process - Diana Heiman, MD, CAQSM and Mike Ostapchuk, MD (11/18/2021)
Diana Heiman, M.D., CAQSM
Assistant Dean for GME, Quillen College of Medicine, East Tennessee State University; Associate Professor and Residency Program Director, Johnson City Family MedicineMike Ostapchuk, MD
Associate Dean for GME, Designated Institutional Official, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- To review with CME credit
- To review without CME credit (YouTube video)
Learning Objectives
Describe what our expectations are as educators- Describe ILP's as a proactive tool for all residents
- Identify CCC as the deciding body
- Describe the process of remediation to potential probation and dismissal
- Identify things that can lead to immediate dismissal
- To review with CME credit
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Making Lemonade During a Pandemic: Active Learning in an Online Environment - Rob Schoborg (10/28/2020)
Rob Schoborg, Ph.D.
Professor and Vice Chair of Education, Department of Biomedical Sciences, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- To review with CME credit
- To review without CME credit (YouTube video)
Learning Objectives
- Describe how a journal club format can be employed to increase student engagement in an online course environment.
- Using your experiences, or those of other instructors, develop one new strategy that YOU can use to improve student engagement in an online course during the COVID-19 pandemic
- To review with CME credit
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Wellness: Developing Team Resilience - Diana Heiman, MD, CAQSM and Amy Johnson, EdD (10/7/2020)
Diana Heiman, M.D., CAQSM
Assistant Dean for GME, Quillen College of Medicine, East Tennessee State University; Associate Professor and Residency Program Director, Johnson City Family MedicineDr. Amy Johnson, Ed.D.
Director, Center for Teaching Excellence, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Wellness: Developing Team Resilience - (Document; Recording not available due to sensitive information discussed.)
Learning Objectives
- Define resilient teams
- Discuss what makes a team resilient
- Review what leaders can do to develop team resilience
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Learning Objectives & Curricular Mapping - Ivy A Click, EdD and K. Ramsey McGowen, PhD (9/2/2020)
Ivy A. Click, EdD
Assistant Dean for Curriculum, Department of Academic Affairs
Quillen College of Medicine, East Tennessee State UniversityK. Ramsey McGowen, PhD
Professor Emeritus, Department of Psychiatry & Behavioral Sciences
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- To review with CME credit
- To review without CME credit (YouTube video)
Learning Objectives
- Construct effective course and session learning objectives using principles of sound learning objective development
- Evaluate the robustness of course and session learning objectives
- Identify appropriate linkage between IEO's and course objectives
- Identify appropriate linkage between session objectives and assessments and the USMLE content outline
- Create an accurate course map linking all major course components
- To review with CME credit
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Writing Effective Letters of Recommendation - Kenneth E. Olive, MD, MACP and Diana Heiman, MD, CAQSM (8/12/2020)
Kenneth E. Olive, MD, MACPExecutive Associate Dean for Academic and Faculty Affairs, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State University
Diana Heiman, MD, CAQSM
Professor & Graduate Medical Education Liaison - Johnson City, Office of Family Medicine, Quillen College of Medicine, East Tennessee State UniversityResources Audio/Visual
- Writing Effective Letters of Recommendation
- To review with CME credit
- To review without CME credit(YouTube video)
Learning Objectives
- Successfully supporting learners and employees / colleagues advancement through letters of recommendation
- Enhancing evaluation-writing to be included in the MSPE
QCOM Faculty Development Presentations 2019-2020
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* Demystifying the Promotion and Tenure Process - Karen E. Schetzina, MD, MPH, FAAP (6/24/2020)
Karen E. Schetzina, MD, MPH, FAAP
Assistant Professor, Department of Pediatrics
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Demystifying the Promotion and Tenure Process
- To review with CME credit
- To review without CME credit (YouTube video)
Learning Objectives
- Describe resources and procedures for achieving promotion and tenure at ETSU
- Develop a successful promotion and tenure application
- Design effective approaches to fostering successful promotion and tenure candidates within departments
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Student Mistreatment - Patricia Amadio, MD and Karen E. Schetzina, MD, MPH, FAAP (6/3/2020)
Patricia Amadio, MD
Course Director for Doctoring 2, Grievance Officer
Quillen College of Medicine, East Tennessee State UniversityKaren E. Schetzina, MD, MPH, FAAP
Assistant Professor, Department of Pediatrics
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Medical Student Mistreatment(YouTube video)
Learning Objectives
- Define mistreatment & harassment
- Describe the impact of medical student mistreatment & harassment
- Identify different types of student mistreatment at Quillen
- Identify mistreatment reporting responsibility and pathways
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* Learning Environment - Patricia Amadio, MD (5/13/2020)
Patricia Amadio, MD
Course Director for Doctoring 2, Grievance Officer
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Learning Environment(YouTube video)
- To review with CME credit
Learning Objectives
- Examine the impact of the learning environment on the ability to learn effectively
- Distinguish the impact of the learning environment on well-being
- Describe the current learning environment at QCOM
- Discuss ideas to improve the QCOM learning environment
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Working with Students with Disabilities Part I - Jean Daniels, PhD and Mary Little (2/26/2020)[Recording currently unavailable]
Jean Daniels, PhD
Academic Support Counselor and Assistant Professor, Department of Learning Resources
Quillen College of Medicine, East Tennessee State UniversityMary Little
Director, Disability Services
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Working with Students with Disabilities Part I (February 26, 2020)
- Recording currently unavailable
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Medical Education Journal Club based on the article: Tagawa, M. Development of a scale to evaluate medical professional identity formation BMC Med Educ 19, 63 (2019) - Robert T. Means, Jr., MD(12/12/2019)[Was available to attendees only]
Robert T. Means, Jr., MD
Professor of Internal MedicingResource Audio/Visual
- Development of a scale to evaluate medical professional identity formation (December 12, 2019)
- Review of article was available to attendees
Learning Objectives
- Summarize measurable elements of professional identity formation
- Review the evolution of professional identity formation development over the course of training
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* Implicit Bias and How it Negatively Impacts Your Healthcare - Keith V. Johnson, PhD (11/21/2019)
Keith V. Johnson, PhD
ETSU Vice President for Equity and Inclusion
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Implicit Bias and How it Negatively Impacts Your Healthcare (November 21, 2019)
- To review with CME credit
Learning Objectives
- Define Implicit Bias
- Focus on Self Reflections
- Explore the power of communication to minimize implicit Bias
- Explore long-term impact of Implicit Bias
- Discuss how implicit bias plays out in health care
- Discuss ways to overcome implicit bias
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* Understanding the LCME Accreditation Process - Kenneth E. Olive, MD, MACP (9/24/2019)
Kenneth E. Olive, MD, MACP
Executive Associate Dean for Academic and Faculty Affairs, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Understanding the LCME Accreditation Process (September 24, 2019)
- To review with CME credit
- To review without CME credit (YouTube recording)
Learning Objectives
- Describe the function and organization of the Liaison Committee on Medical Education (LCME)
- Summarize the LCME Standards
- Explain the LCME Accreditation Process
- Explain the roles of the faculty, institutional bodies, and administrative units in satisfying LCME accreditation standards
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The Arc of Physician Education: From Pre-Professional Coursework to Maintenance of Certification - Jerry Mullersman, MD, PhD, MPH and Dawn Tuell, MD (8/27/2019)
Jerald Mullersman, MD, PhD, MPH
Professor, Department of Pathology
Quillen College of Medicine, East Tennessee State UniversityDawn Tuell, MD
Professor & Interim Chair, Residency Program Director, Vice Chair of Pediatric EducationResource Audio/Visual
- The Arc of Physician Education: From Pre-Professional Coursework to Maintenance of Certification (August 27, 2019)
Learning Objectives
- Summarize the rationale behind the reformulation of American medical education set forth by the Flexner Report in 1910.
- Describe the ways in which both study of basic science topics and clinical education during medical school are foundational to successful entry into residency training and medical practice.
- Discuss the growing requirements for licensure, board certification, and training beyond medical school.
- Describe the continuum of medical education from undergraduate medical education through graduate medical education to maintenance of board certification.
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* Demystifying the Promotion and Tenure Process - Karen E. Schetzina, MD, MPH, FAAP (8/1/2019)
Karen E. Schetzina, MD, MPH, FAAP
Assistant Professor, Department of Pediatrics
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Demystifying the Promotion and Tenure Process (August 1, 2019)
- To review with CME credit
- To review without CME credit (YouTube recording)
Learning Objectives
- Describe resources and procedures for achieving promotion and tenure at ETSU
- Develop a successful promotion and tenure application
- Design effective approaches to fostering successful promotion and tenure candidates within departments
QCOM Faculty Development Presentations 2018-2019
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The Art and Science of Thriving - Nicholas Hagemeier, PharmD, PhD (5/23/2019)
Nicholas Hagemeier, PharmD, PhD
The Art and Science of ThrivingResource Audio/Visual
- The Art and Science of Thriving (May 23, 2019) (YouTube recording)
Learning Objectives
- Explain the concept of wellbeing and factors that influence it
- Describe downstream consequences of burnout and distress
- Analyze personal wellbeing across multiple domains
- Evaluate the extent to which wellbeing is supported across organization levels
- Describe interventions that could be implemented to foster a culture of wellbeing
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* How to Cheat - Amy Johnson, EdD; Anthony Kiech, PhD (05/01/2019)
Amy Johnson, EdD
Director of the Center for Teaching Excellence, Quillen College of Medicine, East Tennessee State UniversityAnthony Kiech, PhD
Director of the Academic Technology Services, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- How to Cheat (May 1, 2019)
- To review with CME credit
- To review without CME credit (YouTube recording)
Learning Objectives
- How to stem the problem of cheating
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* Innovation in Medical Education: Using Implementation Science Methods to Make EVERYONE Happy - Jodi Polaha, PhD (3/26/2019; Postponed from 1/29/2019)
Jodi Polaha, PhD
Associate Professor, Division of Primary Care Research, Department of Family Medicine, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Innovation in Medical Education: Using Implementation Science Methods to Make Everyone Happy (March 26, 2019)
- To review with CME Credit
- To review without CME Credit (YouTube recording)
Learning Objectives
- Define Implementation Science (IS) and discuss its attributes, including why it makes everyone happy.
- Draw parallels between IS application in health care to its application in medical education.
- Describe a specific example that might be a starting place for use at ETSU's COM.
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Medical Education Journal Club discussion of the article: "Contexts, concepts and cognition: principles for the transfer of basic science knowledge" - by Kulasegaram KM, Chaudhary Z, Woods N, Dore K, Neville A, & Norman G (2/21/2019)
Kulamakan M. Kulasegaram, Zarah Chaudhary, Nicole Woods, Kelly Dore, Alan Neville, & Geoffrey Norman
Authors of "Contexts, concepts and cognition: principles for the transfer of basic science knowledge"
[Medical Education 2017 Feb; 51(2): 184–195. doi: 10.1111/medu.1314]Resource Audio/Visual
- Group Discussion (February 21, 2019) (YouTube recording will be linked here)
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Getting Started in Medical Education Research - Ivy Click, EdD (12/13/2018)
Ivy A. Click, EdD
Assistant Professor and Director of the Research Division in Family MedicineResource Audio/Visual
- Getting Started in Medical Education Research (December 13, 2018) (YouTube recording)
Learning Objectives
- Develop an appropriate medical education research question
- Briefly discuss common educational research methods
- Identify challenges to medical education research
- Understand the role of the IRB as it relates to educational research
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The Top Ten Evidence Based Learning Strategies: What They Are and How to Use Them - Michele Williams, PhD (11/20/2018)
Michele Williams, PhD
Student Success Specialist, Gatton College of Pharmacy, East Tennessee State UniversityResource Audio/Visual
- The Top Ten Evidence Based Learning Strategies: What They Are and How to Use Them (November 20, 2018) (YouTube recording)
Learning Objectives
- Overview of academic success and fostering a culture of student self-advocacy and metacognitive awareness.
- Review of the most effective learning strategies as well as those techniques frequently used by students.
- Discussion of best practices for teaching these strategies in the classroom and encouraging student use outside of the classroom.
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Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions - K. Ramsey McGowen, PhD (10/24/2018)
K. Ramsey McGowen, PhD
Associate Dean for Curriculum, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions (October 24, 2018) (YouTube recording not available)
Learning Objectives
- Define professional identity formation
- Describe stages in the maturation of professional identity
- Identify student and environmental factors that affect how students develop a professional identity
- Practice applying techniques to nudge students toward more mature professional identities
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Choosing Projects for Career Advancement: A Return-on-Investment Approach - Stephen A. Geraci, MD (08/27/2018)
Stephen A. Geraci, MD
Professor, Departments of Internal Medicine / Cardiology and Medical Education, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Choosing Projects for Career Advancement: A Return-on-Investment Approach (August 27, 2018) (YouTube recording)
Learning Objectives
- Identify factors to consider when deciding which faculty opportunities and responsibilities to accept.
- Explain the factors that determine costs and benefits of projects for career development in different situations.
- Describe a strategy for choosing high value projects that provide meaningful return on investment in terms of career development.
QCOM Faculty Development Presentations 2017-2018
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Developments in Medical Education and Curricula: Lessons and Future Directions - Bobby Miller, MD, FAAP (06/12/2018)
Bobby Miller, MD, FAAP
Vice Dean of Medical Education, Professor of Pediatrics Marshall University, John C. Edwards School of MedicineResource Audio/Visual
- Developments in Medical Education and Curricula: Lessons and Future Directions (June 12, 2018) (YouTube recording)
Learning Objectives
- LCME Findings / University Response
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Integrating Foundational and Clinical Sciences in the Medical Curriculum - Neil Osheroff, PhD (05/22/2018)
Neil Osheroff, PhD
Director, Academy for Excellence in Education and Professor of Biochemistry and Medicine, Department of Biochemistry, Vanderbilt University School of MedicineResource Audio/Visual
- Integrating Foundational and Clinical Sciences in the Medical Curriculum (May 22, 2018) (YouTube recording)
Learning Objectives
- Identify the educational concepts related to teaching foundational sciences across the curriculum via an integrated sciences course
- Describe the integration of foundational and clinical sciences at Vanderbilt School of Medicine
- Reflect on the relevance of integrated science courses to medical education in general and to Quillen specifically
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Evidence-Based Approach to Teaching Using a Flipped Classroom Model - Craig Wassinger PT, PhD; Kara Boynewicz PT, DPT, PCS, ATC (04/10/2018)
Craig Wassinger PT, PhD
Associate Professor of Physical Therapy, Quillen College of Medicine, East Tennessee State UniversityKara Boynewicz PT, DPT, PCS, ATC
Assistant Professor of Physical Therapy, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- An Evidence Based Approach to Teaching Using a Flipped Classroom Model (April 10, 2018) (YouTube recording)
Learning Objectives
At the completion of this educational session participants will:- Determine course topics that are well suited to be taught using a flipped classroom model
- Apply specific strategies to initiate using the flipped classroom model
- List appropriate outcome measures to assess the effectiveness of a flipped classroom
- Apply specific strategies to initiate a flipped classroom while avoiding less successful approaches
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Evidence-Based Science Education - David Johnson, PhD(03/13/2018)
David Johnson, PhD
Professor, Biomedical Sciences (Biochemistry & Molecular Biology), Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Evidence-Based Science Education (March 13, 2018) (YouTube recording)
Learning Objectives
At the conclusion of this presentation, participants will be able to identify the characteristics of active learning and discuss the following questions:- What is active learning?
- What is the value of active learning?
- What are some ways we can use active learning to improve student performance and satisfaction?
- With so many online resources what is the role of faculty?
Other Information
- The presentation incorporates information and findings reported in: Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014; 111(23); 8410-5
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The Mindful Learner - Alison Barton, PhD (02/27/2018)
Alison Barton, PhD
Associate Professor, Department of Educational Foundations & Special Education, East Tennessee State UniversityResource Audio/Visual
- The Mindful Learner (February 27, 2018) (YouTube recording)
Resource Links
Description
- Do you want students to be truly attentive to your course content?
- Do you want them to be creative problem-solvers?
- Do you want them to think more deeply about what they are learning?
- In this short, highly interactive workshop, Dr. Alison Barton shares the research findings of Dr. Ellen Langer et al., with time for discussion and application of practices that are implied from the research. “Mindful learning,” according to Langer, is a strictly cognitive approach with an emphasis on deliberate focus and attention in the educational setting. Research-based strategies from this perspective can lead to more effective approaches to teaching and learning, as well as reconsideration of existing myths about how to best promote learning.
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Enhancing Learning by Assessing Process Skills Observed Through Student Interactions - Patrick Brown, PhD (01/10/2018)
Patrick Brown, PhD
Associate Professor, College of Public Health, Health Sciences, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Enhancing Learning by Assessing Process Skills Observed Through Student Interactions (January 10, 2018) (YouTube recording)
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Assessment and Feedback for Medical Trainees - Stephen A. Geraci, MD (12/11/2017)
Stephen A. Geraci, MD
Professor, Departments of Internal Medicine / Cardiology and Medical Education, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Assessment and Feedback for Medical Trainees (December 11, 2017) (YouTube recording)
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Faculty Recruitment for Diversity and Excellence: Overcoming Implicit Bias - Antonio Rusinol, PhD and Rachel Walden, MLIS (11/08/2017)
Antonio Rusinol, PhD
Associate Professor, Biomedical Sciences, East Tennessee State UniversityRachel R. Walden, MLIS
Associate Dean/Associate Professor, Department of Learning Resources, Medical Library (Director), Biomedical Communications, Information Technology, East Tennessee State UniversityResource Audio/Visual
- Faculty Recruitment for Diversity and Excellence: Overcoming Implicit Bias (November 8, 2017) (YouTube recording)
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Evidence-Based Medicine / Fundamental Concepts (MEDU 1312) - Jerry Mullersman, MD, PhD, MPH (10/11/2017)
Jerald Mullersman, MD, PhD, MPH
Professor, Department of Pathology
Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- MEDU 1312: How Best to Help First-Semester Medical Students Learn Concepts Fundamental to Evidence-Based Medicine (October 11, 2017) (YouTube recording)
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Promoting Clinical Problem Solving and Reasoning - Mark Ransom, MD and Ken Olive, MD (09/13/2017)
Mark X. Ransom, MD, HCLD
Assistant Professor and Clerkship Director, Department of Obstetrics and Gynecology, Quillen College of Medicine, East Tennessee State UniversityKenneth E. Olive, MD, MACP
Executive Associate Dean for Academic and Faculty Affairs, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State UniversityResource Audio/Visual
- Promoting Clinical Problem Solving and Reasoning (September 13, 2017) (YouTube recording)
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Health Literacy - Rachel R. Walden, MLIS (08/25/2017)
Rachel R. Walden, MLIS
Associate Dean/Associate Professor, Department of Learning Resources, Medical Library (Director), Biomedical Communications, Information Technology, East Tennessee State Universitywww.facebook.com/QuillenLibrary
www.twitter.com/qcomlibResource Audio/Visual
- Incorporating Health Literacy Concepts in Medical Education (August 25, 2017) (YouTube recording)
Resource Links
Faculty Development Resources
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Tufts University | School of Medicine
Tufts University | School of Medicine - Includes the following information.
(Except for the "Additional Documents" section, these documents can also be located through the above link at Tufts University. All items were under their online pages with a copywrite of 2016 as of 9/27/2018.)
- Clinical Teaching_Clinical Teaching PPT Presentation
- Clinical Teaching_Intern Learning Goals and Strategies
- Clinical Teaching_Strategies to Overcome Six Common Clinical Teaching Challenges
- Clinical Teaching_Framework for Practicing Teaching Compassionate Care
- Evaluation_Principles of Std Clinical Eval
- Evaluation_Writing Exam Questions for Basic and Clinical Sciences
- Evaluation_Writing Exam Questions for Basic Sciences
- Evaluation_Evaluating Stud Clinical Performance PPT
- Evaluation_MCQs Do's and Don'ts
- Feedback_Constructive Feedback Steps
- Feedback_Effective and Constructive Feedback
- Peer Review of Teaching_Peer Observation
- Peer Review of Teaching_Observations Feedback Guidelines Handout
- Teaching_Delivering and Supporting Effective Presentations
- Teaching_Knowing the Learners
- Teaching_Leading Effective Small Groups
- Teaching_Learning Environment
- Teaching_Med Stud Perceptions of Effective Small Groups
- Teaching_Strategies for Small Group Sessions
- Teaching_Teaching with Cases
- Teaching_Third-Year Student Roles During Clerkships
- Teaching_Writing Objectives
Additional Documents
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University of Alabama
University of Alabama School of Medicine
(The following document can also be located through the UAB School of Medicine as of 9/28/2018.)
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University of California San Francisco
University of California San Francisco - Pearls on Educational Principles. Each subject below includes one two-page printed handout prepared by faculty of UCSF (Excellent). Includes the following information.
(These documents can also be located through the above link at the University of California San Francisco. All items were under their online page under "Pearls on Educational Principles" with copywrites between 2014-2018 and noted copywrite as "2018 The Regents of the University of California" as of 9/28/2018.)
Learning Theories
- Adaptive Expertise
- Cognitive Apprenticeship
- Deliberate Practice
- Self-Directed Learning
- Situated Learning
- Social Cognitive Theory
- Workplace Learning
What does the research say?
- Do online learning and flipped classrooms have better outcomes than face-to-face, teacher-guided learning?
- Does self-directed learning produce outcomes equal or superior to face-to-face, teacher-guided learning?
- Using Feedback to Reinforce Independent Learning
- Why and how should we teach learners to be self regulated?
- Why teach foundational concepts rather than facts?
Videos
UCSF also provides access to recordings of many of their medical education Grand Rounds series (variable relevance and audio-visual quality)
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University of Vermont / The Teaching Academy - Robert Larner, M.D. College of Medicine at The University of Vermont
Faculty Development Resources - Videos - These videos are under 10 minutes each and presented by MD's. (Faculty Development "on the fly.") Topics include:
- One Minute Preceptor
- Providing feedback: 'Good Job' is Not Enough (Stephanie Mann, MD)
- RIME: A Standard Format for the Assessment and Evaluation of Learners (Laurie W. Leclair, MD)
- Teaching in a Busy Clinic (D. George Ormond, MD)
- Teaching Clinical Reasoning (Dennis R. Beatty, MD)
- Orienting Medical Students to Office Practice (John G. King, MD, MPH)
Additional Resources
- Library resources (A Quick Orientation to Dana Medical Library)
- There are more videos on their YouTube Channel, UVMLarnerMed.
Professional and Classroom Development
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Professional Development
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Development of Learning Objectives (For Fourth Year)
- Proposed Course Form - EPAs for Developing Learning Objectives for rotations (8/9/2016)
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Classroom Development
- AAMC Curriculum Inventory: Medical School Schematics
- Bloom's Taxonomy
- Constructing Written Test Questions For The Basic And Clinical Sciences
- Course / Clerkship Objectives Grid (PDF)
- Course / Clerkship Objectives Grid (Word)
- Curriculum Inventory Standardized Instructional and Assessment Methods, and Resource Types (MedBiquitous/AAMC)
- Curriculum Inventory Working Group (MedBiquitous)
- LCME Standards and AAMC PCRS 2015_2016 (and QCOM Threads)
- Matching Educational Methods to Objective type (KSA)
- Writing Instructional Objectives (PDF)
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More Tools
- AAMC
- Medical Library Resources - Links to Databases, E-Journals, E-Books, Library Catalog, Podcasts & Tutorials
- The Instructor’s Guide to Course Development & Facilitation for online, hybrid, & technology-enhanced courses (Minnesota State University Moorhead; Contains several more useful links)
- Objectives Examples:
Microbiology Course
Psychiatry Clerkship