|ABC Primer Module B: Teaching Learners How to Think||
This module defines Clinical reasoning and the steps involved in diagnostic and therapeutic reasoning.
|Clinical Teaching||Module||Dr. Leslie Sadownik||2015||Clinical Teaching,Teaching Resources||https://goo.gl/dXcniF|
|Active Learning Strategies||
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.
|Active learning and Lecturing||June 2016||Active learning,Lecturing,PDF,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2016/07/Active-Learning-Strategies.pdf|
|CBL Tutor Training Module for Experienced Tutors||
This module introduces Case-Based Learning (CBL) in UBC’s MDUP, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.
|Case-Based Learning, Faculty Training, Curriculum Renewal||Module||Teaching and Learning Enhancement Fund Investigators||2015||Case-Based Learning,Curriculum Renewal,Faculty Training,Module,Teaching Resources||https://connect.ubc.ca/bbcswebdav/courses/SANDBOX.FOM.FACDEV.DevelopmentSandbox/public/CBL%20Module%20for%20Experienced%20Tutors/story.html||_blank|
|Education Matters newsletter||
The Office of Faculty Development and Educational Support publishes a newsletter titled Education Matters
|Education Matters Newsletter||Online publication||Multiple||2002 - 2014||Education Matters newsletter,Online Publication,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/education-matters/||_blank|
|Effective Lecturing Checklist||
This checklist includes tips on developing a clear and organized lecture.
|Lecturing, Residents as Teachers||Dr. Leslie Sadownik||Lecturing,PDF,Residents as Teachers,Resource Category,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Checklist-for-a-Healthy-Lecture.pdf||_blank|
|Improving Lecture Quality to help you prepare your lecture for MEDD 412||
Faculty Developers along with student representatives and curriculum renewal leadership have developed a resource package that includes the following:
|Cased-Based Learning, Faculty Training, Curriculum Renewal||Dr. Barry Mason and Dr. David Fairholm||2015||Case-Based Learning,Curriculum Renewal,Faculty Training,Resource Category,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2016/01/Lecture-Guide_Faculty-Development.pdf|
|Lecture Guide: Improving Lecture Quality||
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.
|MEDD 419 Faculty Training Module||
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.
|FLEX, Faculty Training, Curriculum Renewal||Module||Dr. Dawn Cooper, Dr. Richard Lazenby and Sharon Doucet||2015||Curriculum Renewal,Faculty Training,FLEX,Module,Teaching Resources||https://connect.ubc.ca/bbcswebdav/courses/SANDBOX.FOM.FACDEV.DevelopmentSandbox/public/FLEX%20module/story.html||_blank|
|Medical Education in Cases||
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.
|Faculty Training||Online publication||Tamara McColl, MD FRCPC MEd(c) Teresa Chan, BEd MD FRCPC MHPE||Faculty Training,Online Publication,Teaching Resources||https://www.aliem.com/category/non-clinical/medic-series/|
|Optimizing Teaching Observations: Learning from Peers||
Why Observe a Peer Teach?
|Teaching||Lori Newman and David Roberts||2011||Clinical Teaching,PDF,Teaching Resources|
|Peer Observation of Teaching Handbook||
This handbook describes the steps a peer observer should follow, based on the
|Teaching||Lori R. Newman, David H. Roberts and Richard M. Schwartzstein||2012||Clinical Teaching,PDF,Teaching Resources|
|Portfolio Project: UBC Anesthesiology Residency Program||
This video presents how the Department of Anesthesiology implemented a portfolio project to help train Residents.
|Portfolios, Former Journal Club Video||Video||Dr. Clinton Wong and Dr. Jennifer Joo||Wednesday June 2, 2010||Journal Club,Portfolios,Video||https://www.youtube.com/watch?v=rpgs7YUKQXA||_blank|
|Pragmatic Guidelines for CBL Case Development||Curriculum Renewal-Case Writing||Drs. Linlea Armstrong, Heather Buckley, and Barry Mason||June 3, 2015||Curriculum Renewal-Case Writing,PDF||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/06/1.-Pragmatic-Guidelines-for-CBL-Case-Development-V1.0.pdf||_blank|
|Spiralling towards Competency||
The accompanying Case Studies for the Spiralling towards Competency Videos
|Lecturing||Yi Ariel Liu, Teresa Rodriguez, Dr. Kiran Veerapen||2013||PDF,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Spiralling-towards-Competency.pdf||_blank|
|Spiralling towards Competency||
Videos designed to create a highly interactive workshop that will highlight the challenges, barriers and solutions for giving and receiving effective feedback
|Lecturing||Video||Yi Ariel Liu, Teresa Rodriguez, Dr. Kiran Veerapen||2013||Teaching Resources,Video||https://www.youtube.com/watch?v=3K0ahnbO_EA&list=PLt-kn1KWuxRFGg2yqSTjvUdXjWmBMGqPL||_blank|
|Strategies for Diagnosing the Learner with Performance Difficulties||
Strategies for the problem resident
|Residents as Teachers,Clinical Teaching||Dr. Leslie Sadownik||2008||Clinical Teaching,PDF,Residents as Teachers||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/The-Learner-with-Problems-Strategies.pdf||_blank|
|Student Mistreatment video||
UBC Faculty of Medicine presents this video highlighting for faculty what can be perceived by students as mistreatment. The purpose of this initiative is to examine all of our roles in student mistreatment, and what we can do in our roles to create a more ideal learning environment.
|Teaching Skills for Community Based Preceptor||
Short booklet to help faculty teaching more effectively in the clinical setting
|Clinical Teaching and Residents as Teachers||Dr. Jean Jamieson, Dr. David Fairholm and Dr. Leslie Sadownik||2012||Clinical Teaching,PDF,Residents as Teachers||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Teaching-Skills-for-Community-Preceptor.pdf||_blank|
|Teaching Tips: Learner-Centered Teaching||
This sheet provides guidelines for delivering learner-centered teaching.
|Residents as Teachers||2008||Clinical Teaching,Feedback,PDF,Residents as Teachers||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Teaching-Tips-Reminder-for-UBC-Residents-Fellows.pdf||_blank|
|The Art of Lecturing||
20 minute video on presentation skills and the art of lecturing
|Lecturing||Video||Dr. Leslie Sadownik||2010||Lecturing,Video||http://mediasite.phsa.ca/mediasite/Play/31c94b23b0c54a8ab02184b5d2947d311d||_blank|
|The Art of Lecturing||
Characteristics of a “good” lecture and how to improve lecturing
|Lecturing||Dr. Leslie Sadownik||2010||Lecturing,PDF||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/The-Art-of-Lecturing-PDF.pdf||_blank|
|Time Saving Tips for Effective and Efficient Clinical Teaching||
This sheet includes time saving tips to use when teaching medical learners in the clinic.
|Clinical Teaching, Residents as Teachers||Dr. Leslie Sadownik||Clinical Teaching,PDF,Residents as Teachers,Resource Category,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Time-Saving-Tips.pdf||_blank|
|Tip Sheet for Questioning Strategies||
This tip sheet provides strategies to imrpove a learner’s clinical reasoning skills through effective questioning.
|Clinical Teaching, Residents as Teachers||2015||Clinical Teaching,PDF,Residents as Teachers,Teaching Resources||http://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Tip-Sheet-for-Questioning-Strategies.pdf||_blank|
|Workplace-Based Assessment Training: Clinical Skills||
This module introduces Workplace-Based Assessment (WBA) forms in the Clinical Skills context.
|Workplace-Based Assessment, Faculty Training, Curriculum Renewal, Clinical Skills||Module||Sharon Doucet with Course Directors||2015||Curriculum Renewal,Module,Teaching Resources||https://connect.ubc.ca/bbcswebdav/courses/SANDBOX.FOM.FACDEV.DevelopmentSandbox/public/Clinical Skills/story.html||_blank|
|Workplace-Based Assessment Training: Family Practice||
This module introduces Workplace-Based Assessment (WBA) forms in the Family Practice context.
|Workplace-Based Assessment, Faculty Training, Curriculum Renewal, Family Practice||Module||Sharon Doucet with Family Practice Course Directors||2015||Assessment,Assessment & Feedback,Curriculum Renewal||https://connect.ubc.ca/bbcswebdav/courses/SANDBOX.FOM.FACDEV.DevelopmentSandbox/public/Family Practice Module/story.html||_blank|
|Year 3 Resident Orientation Pocket Cards||
Mandatory Encounters and Discipline-Specific Guidelines
|Y3 pocket cards||N/A||N/A||PDF,Teaching Resources,Y3 pocket cards||http://med-fom-fac-dev.sites.olt.ubc.ca/y3-resident-orient-cards/||_blank|