Teaching for Excellence 2016-2017
October:
Session 1: Introduction to the Flipped Classroom and Adult Learning Theory
Goals: This session will explore the concept of the flipped classroom approach to teaching. We will discuss the benefits and risks associated with this approach and how it can add value to the traditional medical education environment. We will tie the principles of adult learning to components of the flipped classroom. In addition, we will review the structure of the course, and create “ground rules” for our small groups.
Objectives: By the end of this session, the learner will be able to -
1. Explore the concept of the flipped classroom and its benefits.
2. Review the main components every flipped classroom needs.
3. Apply the principles of the flipped classroom and adult learning to their individual teaching.
Session 2: Coaching Lessons and your Personal Teaching Philosophy
Goals: Learners will be introduced to the principles of adult education, including the concept of a Teaching Philosophy, and translate information from coaching literature into the realm of medical education.
Objectives: By the end of this session, the learner will be able to -
1. List three lessons transferrable from Coaching Literature to Educational Practice.
2. Outline their existing Teaching Philosophy.
3. Apply coaching principles to their teaching philosophy
November:
Session 3: The Role of Feedback and Metacognition in Education
Goals: Learners will be introduced to the role of feedback and metacognition in education. This form of higher order thinking plays a key role in the transmission of knowledge and development of expertise.
Objectives: By the end of this session, the learner will be able to
1. Review practical tips for giving feedback.
2. Define and discuss the concept of metacognition.
3. Reflect on instances when they did or could have used metacognitive skills to teach.
4. Demonstrate a teaching scenario using metacognition to describe their thought process.
Session 4: Developing a Curriculum as a Roadmap for Learning
Goals: Curriculum development is a crucial aspect of building and continuing a strong educational program. Unfortunately, very few faculty are provided training in how to develop and foster a successful curriculum prior to overseeing their first course. This session will review the Kern six-step approach to curriculum development in medical education, then learners will discuss their individual curriculums, the barriers to its success, and how to improve moving forward.
Objectives: By the end of this session, the learners will be able to -
1. Examine the Kern six-step approach to curriculum development in medical education.
2. Discuss the objectives for a class or course each learner teaches and any curricular challenges surrounding that class or course.
3. Review the curricular development involved in creating EPAs and milestones.
3. Explore ways the current curriculum could be modified to overcome the challenges faced.
December:
Session 5: Small Group Building & Facilitation
Strong group formation and group building allows individual learners to work as a team to facilitate each other’s learning in addition to their own. In this session, learners will be introduced to Tuckman’s 5 Stages of Group Development, use active role play to experience group development and discuss how group dynamics transform discussions including how to develop skills to successfully facilitate small groups of learners in various settings and with challenging learners..
Objectives: By the end of this session, the learner will be able to -
1. Summarize the 5 Stages of Group Development.
2. Compare individual decision-making process vs group decision-making.
3. Experience group development in a role playing environment.
4. Reflect on successes and challenges of group learning along with facilitating in difficult learning environments.
Session 6: Team Based Learning: the Role of Peer-to-Peer Education
Goals: Team-Based Learning (TBL) promises to move class time from the “Sage on the Stage” to the “Guide on the Side” level of learning. We will learn the basics of TBL and develop our own strategies to implement in our teaching.
Objectives: By the end of this session, the learners will be able to -
1. Explore the concept of Team Based Learning and its benefits.
2. Examine Team Based Learning techniques and strategies.
3. Gain experience using tools and templates of Team Based Learning.
January:
Session 7: Maximizing Communication Skills: Nonverbal Communication in Effective Learning
Goals: Studies have shown that nonverbal communication can relay a message even more definitively than the message being voiced. This session will discuss the role of nonverbal immediacy in effective teaching and its role in motivation, cognition, and teaching effectiveness in the classroom.
Objectives: By the end of this session, the learner will be able to –
1. Review the literature supporting the effects of nonverbal immediacy (NVI) on the adult learner.
2. Explore the challenges of NVI with new teaching technologies and distance learning.
3. Discuss ways to exemplify NVI in the classroom and beyond to improve teaching effectiveness.
Session 8: Bedside and Benchside Teaching
Goals: Bedside and benchside teaching has largely been replaced with classroom and lecture-based teaching as a way of providing information. This session will explore the benefits of bedside/benchside teaching, along with its challenges in the current model of clinical medicine and research.
Objectives: By the end of this session, the learners will be able to –
1. Reflect on the challenges and successes they have experienced with bedside/benchside teaching.
2. Discuss strategies to overcome barriers to bedside/benchside teaching based on the medical literature and the group’s collective experiences.
February:
Session 9: Teaching Procedures
Goals: Procedural Teaching is often left to learners to “figure out on their own.” We will learn how “See one, Do one, Teach one” should be transformed for the 21st century.
Objectives: By the end of this session, the learners will be able to -
1. Identify the important components of procedure teaching
2. List the steps of teaching a procedure
3. Demonstrate teaching of a procedure relevant to them.
Session 10: Advanced Coaching and Mentoring
Goals: In this session, we will discuss advanced topics in feedback, explore the differences between teaching, coaching, and mentoring and the role feedback plays in each.
Objectives: By the end of this session, the learners will be able to -
1. Describe an Educational Alliance and formulate plans to use it.
2. Compare the differences between teaching, coaching, and mentoring and develop strategies to move between them.
3. Customize their feedback strategy for novice and advanced learners.
March:
Session 11: Asking the Right Questions
Goals: Much of higher education requires frequent test-taking. To that end, nearly all teachers are required to write questions to test their learners’ knowledge. This session will focus on the challenges of test-question writing and tools to improve this skill.
Objectives: By the end of this session, the learners will be able to -
1. Discuss Bloom’s taxonomy as it relates to exam question-writing.
2. Review the 5 main components of test-question writing and tips for improving each component.
3. Learn the 6 main questions every teacher should ask post-multiple choice question writing.
4. Discuss examples of problematic exam questions and explore modifications you would make to them as a group.
Session 12: The Evolution of Written Performance Assessments: EPAs and Milestones
Goals: In an attempt to ensure that medical trainees are prepared for the rigors of daily clinical work, the ACGME has created the Next Accreditation System (NAS) with a new format for evaluating residents using Entrustable Professional Activities (EPAs). This session will explore how new milestone-based competency evaluations are created, their benefits and weaknesses, and their usefulness in various teaching scenarios.
Objectives: By the end of this session, the learners will be able to -
1. Review the history of assessments in medical education.
2. Compare and contrast the benefits and challenges of a milestone-based evaluation system.
3. Define Entrustable Professional Activities (EPAs) and explore ways in which EPAs can be used in my own teaching.
4. Create an Entrustable Professional Activities (EPA) to use as an assessment tool in my teaching.
April:
Session 13: Relationship-Centered Learning: Dealing with the Difficult Learner
Goals for Topic: Many of us cherish the memory of a teacher whose influence guided us down the path to becoming an educator years later. Beyond inspiring future teachers, interactions like these can help cement the knowledge taught and motivate the learner to learn more about that topic on their own. This session will explore how relationships affect the act of learning and the ways in which relationship-centered learning (RCL) can be used to enhance the act of teaching in medicine and beyond.
Objectives: By the end of this session, the learner will be able to -
1. Review the ways in which teachers can increase the use of RCL.
2. Discuss the challenges associated with transitioning from a teacher-centered learning environment to a RCL.
3. Formulate a plan to use RCL in their teaching, based on role playing scenarios used in this session’s class.
Session 14: Engaging Learners through Technology
Goals: There are many new technologies available to interact with students in the classroom. This session will review the benefits and challenges of this new technology and optimal ways to institute technology in the setting of higher education, along with opportunities to put ARS into practice.
Objectives: By the end of this session, the learner will be able to -
1. Discuss the benefits and challenges of using technology in the classroom.
2. Practice using an ARS for multiple-choice questions and open-ended questions.
3. Evaluate other technology tools for teaching.
May:
Session 15: Distance Teaching
Goals: The world of education has changed rapidly in the past 10 years. There has been the development of Massive Open Online Courses (MOOCs), Free and Open Access Medical Education (FOAMed), and an explosion in online learning and podcasting all of which fall under the umbrella of distance learning. What role will these developments play in our teaching, curriculum, and learning? In this session, we will develop strategies for using and creating distance learning materials.
Objectives: By the end of this session the learners will be able to -
1. Appraise online resources for use by their students.
2. Evaluate online resources for their use in teaching.
3. Develop strategies for teaching synchronous distant learning courses.
4. Devise strategies for creating their own online or asynchronous materials.
Session 16: Educational scholarship
Goals: Innovative teaching methods are important, but with sharing your work with others, you are only completing “one-leg” of the academic triathlon. We will discuss ways to share the work you are doing and obtain education scholarship as you work.
Objectives: By the end of this session the learners will be able to –
1. Identify opportunities for scholarship in their teaching activities.
2. Use strategies of project management to complete writing projects.
3. Identify mentors to help in the scholarship process.