Faculty Development offers learning resources on the following topics:
Optimizing the Learning Environment: Large Groups
Optimizing the Learning Environment: Small Groups
Feedback and Reflection
Assessment and Direct Observation
Learner Relationships and Learners in Difficulty
The Faculty Development for Large Group Learning (FD-LGL) initiative is designed to support excellence in teaching by improving the quality and consistency of lectures across UBC’s Undergraduate Medical Education (UGME). Lectures have been identified by students as an area requiring improvement. Recent education literature supports a shift in how lectures are delivered, from a traditional, didactic style to an interactive, engaged large group session.
Click to view module: Faculty Development for Large Group Learning
Includes various active learning activities that you might consider using in your lecture to increase learner engagement and active participation.
Click to view PDF: Active-Learning-Strategies
This checklist includes tips on developing a clear and organized lecture.
Click to view PDF: Effective Lecturing Checklist
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.
Click to view PDF: Lecture Guide: Improving Lecture Quality
20 minute video on presentation skills and the art of lecturing
Click to view video: The Art of Lecturing
Characteristics of a “good” lecture and how to improve lecturing
Click to view PDF: The Art of Lecturing
This module describes the importance of small group learning in medical education and the role of the small group facilitator in UBC's Undergraduate Medical Education (UGME) program. It introduces some strategies for creating a safe learning environment, managing the dynamics of a small group, addresses common facilitation challenges raised in student assessment of teacher data, and includes tips from experienced facilitators. The module also explains the specific roles of facilitators in Portfolio, Case-Based Learning (CBL), Foundations of Scholarship (FoS) and Flexible Enhanced Learning (FLEX).
Click to view module: Introduction to Small Group Facilitation
This module introduces Case-Based Learning (CBL) in UBC’s UGME program, outlines the differences between PBL and CBL, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.
Click to view module: CBL Tutor Training for New Tutors
This module introduces new Portfolio Coaches to their role.
Click to view module: Portfolio Coach
This module will introduce UBC's Undergraduate Medical Education (UGME) faculty to their role in the Foundations of Scholarship (FoS) - MEDD 419 course.
Click to view module: FoS Orientation Module
This module will introduce UBC Undergraduate Medical Education (UGME) faculty to their role in the Flexible Enhanced Learning (FLEX) course spanning across - MEDD 419, MEDD 429, and MEDD 449.
Click to view module: FLEX Orientation Module
The accompanying Case Studies for the feedback – giving and receiving videos
Click to view PDF: Feedback: Case Studies
Videos designed to create a highly interactive workshop that will highlight the challenges, barriers and solutions for giving and receiving effective feedback
Click to view video: Feedback: Giving and Receiving
The Teaching Perspectives Inventory (TPI) is a free survey that asks teachers to reflect on their teaching beliefs, intentions, and actions. The TPI then generates a report highlighting the teacher’s dominate, moderate, and recessive teaching perspective. The TPI survey has been used internationally for teacher’s individual reflection and for groups of teachers to reflect on their collective teaching perspectives.
Click to complete survey: Teaching Perspectives Inventory
Short booklet to help faculty teaching more effectively in the clinical setting
Click to view PDF: Teaching Skills for the Community-Based Preceptor
This sheet includes time saving tips to use when teaching medical learners in the clinic.
Click to view PDF: Time Saving Tips for Effective Clinical Teaching
This tip sheet provides strategies to improve a learner’s clinical reasoning skills through effective questioning.
Click to view PDF: Tip Sheet for Questioning Strategies
Mandatory encounters and discipline-specific guidelines
Click to view webpage: Year 3 Resident Orientation Pocket Cards
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.
Click to view module: Competency by Design (CBD): Resident Training & Assessment
These videos demonstrate preceptors directly observing medical students for the purposes of assessment via an electronic WBA Direct Observation form.
Click to view video: Direct Observation Videos for Assessment
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.
Click to view PDF: Peer Observation of Teaching Handbook
This module provides an orientation to the programmatic assessment approach for Year 3 in the UGME, with a focus on Workplace-Based Assessment (WBA).
Click to view module: Assessment Orientation Module (Y3)
Learner Relationships and Learners in Difficulty
Strategies for the problem resident
Click to view PDF: Strategies for Diagnosing the Learner with Performance Difficulties
UBC Faculty of Medicine presents this video highlighting for faculty what can be perceived by students as mistreatment and what to do if a student approaches you about being mistreated.
Click to view video: Student Mistreatment Video
This module introduces faculty to the UGME program’s student mistreatment policies and reporting process as well as provides resources for faculty to build safe and supportive relationships with their learners by fostering student resilience and well-being.
Click to view module: Building Safe and Supportive Learning Environments