Excellence in Medical Education: Faculty Development Certificate Program
This series is presented in collaboration with the Academy of Distinguished Educators.
Faculty who attend 10 workshops over a two-year period will receive a Certificate of Commitment to Faculty Development in Medical Education. The certificate can be included as part of the Teaching Portfolio, which in turn can be used for purposes of application for membership to the Academy of Distinguished Educators and/or as part of the portfolio for promotion and tenure.
To register for these sessions (session details are listed below), visit the Faculty Leadership Programs course list.
Team-based Learning
Wednesday, May 16, 2012, 4:00 p.m.-5:30 p.m., G1/G2 Jordan Hall Conference Center
Presenters: Mary Kate Worden, PhD, Associate Professor of Neuroscience and Christopher M. Burns, PhD, Associate Professor of Microbiology
Description: Team-based learning (TBL) is an active learning method involving preparation outside the classroom for higher-order activities and collaborative learning in the classroom. Following this session, participants will be able to explain the key components of a successful TBL module, outline how they would construct a TBL module from a set of objectives, describe how they might convert a course/lecture they already teach into a TBL module, and illustrate how to transform a small group into a productive learning team. (1.5 CME credits)
Materials: 1. Team Based Learning (TBL) document distributed prior to the session
2. PPT used during the session
Writing Multiple Choice Questions That Assess Learning Objectives at Higher Cognitive Levels
Thursday, June 14, 2012, 4:30 p.m.-6:00 p.m., G1/G2 Jordan Hall Conference Center
Presenter: Christine Peterson, MD, Assistant Dean for Student Affairs and Associate Professor of Obstetrics and Gynecology
Description: This interactive workshop is designed for individuals who have experience writing basic (lower-order) multiple choice items that assess recall or comprehension for tests and who want to learn how to transform their items so they are assessing higher-order cognition (assessing application or analysis). Participants will discuss items that do and do not achieve this goal (and why) and will practice transforming their own items with feedback from colleagues. Following this workshop, participants will be able to distinguish test items that assess higher-order cognition from those that assess lower-order cognition and transform their lower order items to higher-order items.
Materials: 1. IAR, Assess Students, Writing Multiple-Choice Questions
(distributed prior to the session)
2. Designing and Managing MCQs: Apendix C: MCQs and Bloom's Taxonomy
(distributed prior to the session)
3. PPT used during the session - Top Ten Techniques List
Giving Effective Feedback: Key to Learning
Wednesday, June 20, 2012, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Linda A. Waggoner-Fountain, MD, MEd, Associate Professor of Pediatrics, and Program Director, Pediatrics Residency Program
Description: Giving effective feedback to learners can greatly enhance achievement of learning objectives and can also help them understand how to manage their learning themselves—a skill they will need for lifelong education. Providing feedback, however, is not always intuitive—there are certain elements that can make the difference between feedback that is helpful and feedback that is not. In this workshop, we will review basic principles of effective feedback. Following this session, participants will be able to describe what feedback is and what it is not, describe how and when to give feedback, develop skills in giving feedback, and recognize the importance of providing feedback. (1.5 CME credits)
Materials: 1. PPT used during the session - Giving Feedback
3. Giving Effective Feedback video clip - Unhelpful and Helpful Feedback
Writing Multiple Choice Questions That Assess Learning Objectives at Higher Cognitive Levels (second offering)
Monday, July 23, 2012, 4:30 p.m.-6:00 p.m., Medical Simulation Center Conference Room (G-165)
Presenter: Christine Peterson, MD, Assistant Dean for Student Affairs and Associate Professor of Obstetrics and Gynecology
Description: This interactive workshop is designed for individuals who have experience writing basic (lower-order) multiple choice items that assess recall or comprehension for tests and who want to learn how to transform their items so they are assessing higher-order cognition (assessing application or analysis). Participants will discuss items that do and do not achieve this goal (and why) and will practice transforming their own items with feedback from colleagues. Following this workshop, participants will be able to distinguish test items that assess higher-order cognition from those that assess lower-order cognition and transform their lower order items to higher-order items.
Materials: 1. IAR, Assess Students, Writing Multiple-Choice Questions
(distributed prior to the session)
2. Designing and Managing MCQs: Apendix C: MCQs and Bloom's Taxonomy
(distributed prior to the session)
3. PPT used during the session - Top Ten Techniques List
Getting Started: Developing and Implementing Effective Interprofessional Education
Tuesday, September 18, 2012, 4:00 p.m.-5:30 p.m., Learning Studio, Medical Education Building
Presenter: Scott Reeves, PhD, MSc, PGCE, Director, Center for Innovation in Interprofessional Education, Professor of Social and Behavioral Sciences, Editor-in-Chief, Journal of Interprofessional Care, University of California, San Francisco
Description: This talk will focus on how faculty and clinical preceptors can provide opportunities for interprofessional education toward effective team-based, patient-centered care. Following this session, participants will be able to define IPE and describe its principles, describe the strategies for developing an effective IPE activity, and offer a range of ideas and approaches for the successful delivery of an IPE activity. Refreshments will be available, compliments of the Medical Alumni Association.
Materials: 1. PPT used during the session
Searching the Medical Education Literature
Wednesday, September 26, 2012, 4:00 p.m.-5:30 p.m., Carter Classroom, Health Sciences Library (limited to 16 participants)
Presenter: Karen V. Knight, MSLS, Medical Education Librarian
Description: This hands-on workshop will review several databases (MEDLINE, ERIC, PsycInfo) to conduct their own research into the medical education literature, either for classroom application or research). Following this session, participants will be able to search appropriate databases and list resources within the Health Sciences Library if they have questions. (1.5 CME credits)
Materials: 1. Searching For Medical Educators handout
Simulation in Medical Education
Wednesday, October 17, 2012, 4:00 p.m.-5:30 p.m., 2ABC, Jordan Hall Conference Center
Presenter: Keith E. Littlewood, MD, Associate Professor of Anesthesiology and Assistant Dean for Clinical Skills Education
Description: This interactive session will include a short history of simulation and discussion of current simulation-based educational approaches. Participants will assist in the identification and development of new uses of simulation-based education in UVA’s health sciences educational programs. Following this session, participants will be able to describe the different modalities of simulation currently available and their associated educational value; examine the application of simulation in their teaching activities; and describe representative simulation-based applications in UME, GME and CME at the national level. (1.5 CME credits)
Writing Good Multiple Choice Questions (MCQs)
Wednesday, November 14, 2012, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Christine M. Peterson, MD, Associate Professor of Gynecology and Assistant Dean for Student Affairs
Description: While there is some controversy over the effectiveness of multiple-choice questions in assessing higher order cognitive skills, there are also guidelines to ensure that the test questions you write are aligned with the level of learning you expect and truly reflect the knowledge/skills you want students to demonstrate. The biggest problem with MCQs is that good ones are hard to write—and they are even harder to write for those who are experts in their disciplines. Following this workshop, participants will be able to evaluate when MCQs are an appropriate approach to assessment, describe the elements of good MCQs, and list common pitfalls to avoid when writing MCQs. (1.5 CME credits)
Materials: 1. PPT used during the session
Setting Expectations for Learners: Writing Good Learning Objectives
Wednesday, December 19, 2012, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Casey B. White, PhD, Associate Dean for Medical Education, Research, and Instruction
Description: This session will help faculty write good objectives for their course/module. Following this workshop, participants will be able to identify high-quality objectives i.e., those that provide specific information to students about intentions and expectations that include the four elements of effective objectives (audience, behavior, condition, degree); write effective learning objectives in the domains of knowledge, skills, and attitude; and evaluate and critique learning objectives written by others. (1.5 CME credits)
Materials: 1. Basic Science Intended Learning Outcomes Handout
5. PPT used during the session: "Learning Objectives"
Conducting Research in Medical Education
Monday, February 11, 2013, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenters: Casey B. White, PhD, Associate Dean for Medical Education, Research, and Instruction and James R. Martindale, PhD, Assistant Professor of Medical Education Support.
Description: Many medical school faculty have been trained to conduct basic science, clinical, or translational research but have no experience conducting social sciences research in education. This workshop will focus on framing an educational research question, conducting qualitative and quantitative methodologies, and drawing appropriate conclusions from the data gathered. Following this session, participants will be able to frame a research question and design a study that answers the question. (1.5 CME credits)
Materials: 1. Handouts used during class
2. PPT used during the session
Learning Portfolios and Reflection in Medical Education
Wednesday, February 20, 2013, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Daniel M. Becker, MD, MPH, MFA, Tussi and John Kluge Professor and Director, Center for Biomedical Ethics and Humanities
Description: In addition to providing a repository from which students/residents can access important and relevant information over time, learning portfolios can be very effective learning tools. One of the most common outcomes that educators intend for portfolios is reflection. Reflection is a difficult habit to teach without a specific context – a portfolio of the learning artifacts acquired by students as they progress through medical school provides an excellent context for them to reflect on their development and growing maturity. Following this session, participants will be able to describe and apply specific skills and contexts that help to facilitate reflection. (1.5 CME credits)
Materials: 1. PPT used during the session
2. Handout: list of references
Clinical Teaching “on the Fly”: A Microskills Framework
Wednesday, March 20, 2013, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Andrew M. Wolf, MD, Associate Professor of Medicine
Description: Teaching in the clinical setting often occurs “on the fly,” and so opportunities for effective teaching and learning can be lost. However, there are methods clinical teachers can use – especially when pressed for time – to engage students and residents in their learning and also to provide critically important feedback. Following this workshop, participants will be able to recognize opportunities for “teaching on the fly,” employ specific strategies to enhance clinical teaching when time is significantly limited, and utilize these strategies to provide effective feedback to learners. (1.5 CME credits)
Materials: 1. Handout used during class: roleplay scenarios
2. PPT used during the session
Effective Mentoring Relationships
Wednesday, April 17, 2013, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: Sean W. Reed, MD, Assistant Professor of Family Medicine and Director, Generalist Scholars Program
Description: What distinguishes an outstanding mentor from others? This workshop will focus on specific characteristics of particularly effective mentoring and the outcomes/benefits such interactions can achieve. Effective mentoring is not easy but it is vital and can be extremely rewarding to both individuals. In this interactive session, participants will be asked to share their experiences. Following this session, participants will be able to list characteristics of effective mentoring, distinguish between effective and ineffective mentoring approaches and relationships, and develop effective solutions for problems that might arise between mentors and mentees.(1.5 CME credits)
Materials: 1. PPT used during the session
Maximizing Small Group Teaching and Asking Effective Questions
Wednesday, May 15, 2013, 4:00 p.m.-5:30 p.m., G1/G2, Jordan Hall Conference Center
Presenter: John B. Schorling, MD, MPH, Harry T. Peters, Sr. Professor of Medicine and Public Health Sciences
Description: Small groups lend themselves to increased engagement among the learners, the instructor, and the content, and are characterized by active participation and contributions by each member of the group. This workshop will address the skills necessary to effectively lead small groups and facilitate small group learning. These skills include asking effective questions that foster discussion and discovery. Following this session, participants will be able to describe the dynamics of small groups, assess the individual needs of group members, and design activities and develop questions that will engage learners to achieve the learning objectives. (1.5 CME credits)
Materials: 1. PPT used during the session
2. References
Writing Good Multiple Choice Questions: Basic Workshop
Thursday, May 23, 2013, 4:00 p.m.-5:00 p.m., Jordan Hall Conference Center
OR
Wednesday, June 19, 2013, 4:00 p.m.-5:00 p.m., 2ABC, Jordan Hall Conference Center
Presenter: Christine M. Peterson, MD, Associate Professor of Gynecology and Assistant Dean for Student Affairs
Description:
STEP 1: Prerequisite: Complete the online NBME Item-Writing tutorial: http://download.usmle.org/IWTutorial/intro.htm - the tutorial will take approximately 45 minutes and you can stop and resume at will.
STEP 2: Follow-up this tutorial by practicing writing a few questions about what you teach.
STEP 3: Write 3-5 MCQs to bring with you to the workshop. The workshop will be offered on three separate dates (please see dates/times, above): please only attend one of these sessions, as they are the same workshop. Bring your newly expanded knowledge to the workshop, and help others by reviewing their questions.
