Faculty Development offers learning resources on the following topics:

Optimizing the Learning Environment: Large Groups
Optimizing the Learning Environment: Small Groups
Feedback and Reflection
Clinical Reasoning
Assessment and Direct Observation
Learner Relationships and Learners in Difficulty
Virtual Teaching


Optimizing the Learning Environment: Large Groups

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

Interested faculty can learn more about how to participate in a confidential peer-review of their large group learning session.

Click to view web page: Peer-Coaching for Faculty Who Teach in Large Groups

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

Techniques for setting up, moderating and closing a respectful and inclusive discussion.

Click to view PDF: Inter-City Rounds Facilitation Guide

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Optimizing the Learning Environment: Small Groups

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.

Click to view module: Introduction to Small Group Facilitation

This module outlines Case-Based Learning (CBL) in UBC's Undergraduate Medical Education (UGME) program, including the roles of the tutor and student, and tutor resources and contacts.

Click to view module: Case-Based Learning (CBL) Tutor Training Module

This module introduces Portfolio Coaches to their role.

Click to view module: Portfolio Coach Orientation

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

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Feedback and Reflection

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

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Clinical Reasoning

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

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Assessment and Direct Observation

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 will provide an overview of Year 3 Assessment in the UGME program as well as detailed steps on how to assess students using a Direct Observation form.

Click to view module: Assessment Orientation Module (Y3)

Year 3 Assessment package for the rural Family Practice Preceptor

Click to view PDF: Year 3 Assessment Package

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Learner Relationships and Learners in Difficulty

This module is informed by the Faculty of Medicine expectations for an inclusive environment, and provides guidance for faculty, learners and staff on how to address actions that are not aligned with those expectations, particularly from the perspective of bystanders or witnesses. It is aligned with UBC's Inclusion Action Plan and the Faculty of Medicine’s position on Respectful Environments and endorsed by Dr. Maria Hubinette, Assistant Dean, Equity, Diversity and Inclusion, and Ms. Roslyn Goldner, Office of Professionalism.

Click to view module: Inclusivity in the Learning Environment

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

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Virtual Teaching

The guide provides simple instructions for presenters, moderators, and participants to prepare for and participate in videoconference sessions.

Click to view guide for those at UBC: VC Session Guide - with technical instructions

Click to view guide for general use, not at UBC: VC Session Guide - non-technical

This guide provides steps to map your large group session’s learning objectives/outcomes with the Bloom’s Taxonomy classifications and outlines different activities and asynchronous and synchronous tools to achieve your goals.

Click to view guide: Active learning strategies for meaningful engagement

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