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
This quick guide describes how to create and deliver a digital land acknowledgement and why it is important to promote awareness. Using this resource will also help ensure that making a land/territory acknowledgement is a genuine and meaningful act.
This resource has been created in consultation with CTLT Indigenous Initiatives and the Center for Excellence in Indigenous Health, UBC.
Click here to download the PowerPoint: Land Acknowledgement
Back to top
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
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 PDF: Active-Learning-Strategies
This module describes the importance of small group learning in medical education and the role of small group facilitators in UBC's Faculty of Medicine. 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
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
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 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)
Relevant documents for teaching in Year 3 Clerkship.
Click to view webpage: Year 3 Clerkship Information for Clinical Faculty and Residents
Inclusivity in the Learning Environment 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.
There are 2 formats:
- The PowerPoint format is available for facilitators to use in group formats. The Office of Faculty Development provides support for facilitators/programs who want to offer this session. The facilitated sessions are accredited for Mainpro and MOC section 1 credits. Please email firstname.lastname@example.org for the PPT and support with planning the session.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 7.75 MOC Section 1 Group Learning credits. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 7.75 Mainpro+ Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.
CFPC Session ID#: 194574-001 to 194574-004
2. The self-study module is available at 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
The Office of Faculty Development and Post Graduate Medical Education Program have developed modules to support programs in exploring common learning environment scenarios based on resident feedback.
Click to view modules: PGME Learning Environment Modules
UBC is committed to supporting teachers in implementing inclusive course design and teaching practices. This inclusive language guide is developed by the Office of Faculty Development & Educational Support, and the Office of Respectful environments, Equity, Diversity & Inclusion, and is designed to support those teaching in lecture, small group, and clinical settings.
Click to view PDF: Inclusive Language Guide
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