The purpose of the MEdIC series is to create resources that allow you to engage in ‘guerrilla’ faculty development – enticing and engaging individuals who might not have time to attend faculty development workshops to think about challenging cases in medical education.
This guide to improve lecture quality includes: evidence-based principles to consider when lecturing, a checklist for student, peer, or program observation, a template for a handout, and a list of reference resources.
The following are various active learning activities that you might consider using in conjunction with a traditional lecture format to increase learner engagement and active participation. These activities are adaptable for classes of any size.
Faculty Developers along with student representatives and curriculum renewal leadership have developed a resource package that includes the following: an evidence-based guide a checklist a handout template list of resources
This module introduces Workplace-Based Assessment (WBA) forms in the Family Practice context.
This module introduces Workplace-Based Assessment (WBA) forms in the Clinical Skills context.
Why Observe a Peer Teach?
This handbook describes the steps a peer observer should follow, based on the experience and review of the literature, to effectively observe a peer teach and to provide meaningful feedback.
This module defines Clinical reasoning and the steps involved in diagnostic and therapeutic reasoning.
This module is designed to guide Foundations of Scholarship (FoS) and Flexibile Enhanced Learning (FLEX) Tutors, FLEX Advisors, and Content Area Faculty Leads (CAFLs) in their new roles in UBC’s renewed MDUP curriculum.