This module provides an orientation the the programmatic assessment approach for the renewed MD Undergraduate Program Year 3, 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 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 foundational 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.
This module introduces Case-Based Learning (CBL) in UBC’s MDUP, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.