Program Overview. The Teacher Certificate Program (TCP) is a longitudinal program for teachers in the Medical Education Programs. It is comprised of five workshops and addresses foundational pedagogy and skills for teachers in medical education. It is delivered cyclically at the distributed sites of the UBC Medical Education Program.
- Equip teachers in medical education with the basic knowledge and skills to teach effectively
- Enhance interest and enthusiasm for teaching
- Foster connections and help create a supportive community of teachers
Theoretical Underpinnings. TCP topics and learning objectives are embedded in an educational alliance model, i.e. that teaching is viewed as a co-construction between teacher and learner, where they share the responsibility for learning. This means that throughout the topics and sessions, you will see aspects of collaborative teaching emphasized, such as identifying learners’ goals, targeting teaching to the learner level, collaborative questioning, offering frequent and formative feedback, and asking learners to provide feedback on teachers’ approaches.
Structure. The program is delivered cyclically at all distributed sites and may be adapted to address groups of teachers in specific contexts, including those teaching in the Health Professions.
The program is delivered by experts in education as a series of five workshops addressing the topics below.
Requirements. Each workshop stands alone and can be attended independently. To complete the program, all five workshops must be completed.
Topics and Learning Objectives
1. Active Learning – Facilitate active learning appropriate to the learner’s stage.
- Explain current concepts underpinning active learning
- Target teaching to the level of the learner
- Use effective questioning to elicit clinical reasoning and/or decision making
2. Learning Relationships – Optimize learner and teacher relationship, and support learners in difficulty.
- Integrate learner’s educational history and goals in the educational plan
- Describe characteristics of healthy relationships (UBC professional standards) and boundaries
- Recognize (mis)treatment and its impact
- Recognize a student in difficulty
- Adequately utilize resources for student support
3. Learning Context – Effectively teach in the format best aligned with teaching goals.
- Use strategies to maximize the learning opportunities specific to the context (practice based, classroom based, self-directed learning)
- Match content and responsibility to the level of the learner
4. Assessment – Provide direct observation and assessment.
- Discuss the continuum of stakes in programmatic assessment
- Discuss principles of programmatic assessment
- Compare and contrast tools used to support rater based assessments
- Discuss role of direct observation in assessment
5. Feedback & Reflection – Advance learners through feedback and reflection.
- Establish conditions for effective feedback and reflection
- Discuss principles and tools to facilitate feedback conversations
Upon completion of the program, participants will receive a completion certificate.
Contact. For information about program plans and schedules at the sites, please visit the site website/contact:
- IMP, please visit https://imp.med.ubc.ca/
- NMP, please visit https://www2.unbc.ca/northern-medical-program/faculty-development
- SMP, please visit https://smp.med.ubc.ca/
- VFMP, please visit https://vfmpfacdev.med.ubc.ca/programs/teacher-certificate-program/