This module introduces British Columbia’s clinical teachers to the new, national Competency-Based Medical Education (CBME) system, Competency by Design (CBD) for the training and assessment of residents. We will cover what CBD is, the rational for CBD’s implementation, and then how it will change your role as a medical educator.
This module introduces Case-Based Learning (CBL) in UBC’s UGME, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.
Mandatory Encounters and Discipline-Specific Guidelines
This module introduces new Portfolio Coaches to their role.
These videos demonstrate preceptors directly observing medical students for the purposes of assessment via an electronic WBA Direct Observation form.
This module provides an orientation the the programmatic assessment approach for Year 3 in the UGME, with a focus on Workplace-Based Assessment (WBA).
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.
Includes various active learning activities that you might consider using in your lecture to increase learner engagement and active participation.
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 foundational module defines Clinical reasoning and the steps involved in diagnostic and therapeutic reasoning.