Teacher Certificate Program

The Teacher Certificate Program welcomes faculty who teach and assess in the MD Undergraduate Program and Postgraduate Medical Education Program, across all sites. 

Program Goal and Structure

The Teacher Certificate Program (TCP) aims to equip teachers in medical education with the basic knowledge and skills to teach effectively. TCP is divided into two programs: 

    • TCP 1: Foundational Teaching is designed to cover core teaching and assessment competencies for those who teach in the MD Undergraduate Program (MDUP) and Postgraduate Medical Education Program (PGME).
    • TCP 2: Complimentary Topics with a Clinical Teaching Focus provides additional topics that continue to explore important teaching concepts. While all faculty teaching in MDUP and PGME are welcome, please note there will be emphasis on the clinical teaching environment.

The two programs are entirely separate, with no prerequisites, and can be completed in any order. 

Each track (TCP 1 & TCP 2) consists of five sessions on topics outlined below delivered by experts. Sessions are delivered on Zoom unless specified. When you have completed all five sessions in a series, a completion certificate will be issued. If you miss a session this year, not to worry, we will likely have another session the following year! 

Topics

TCP 1 Session Topics

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Active Learning

At the end of the session, participants will be able to:

  • 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

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Feedback and Reflection

At the end of the session, participants will be able to:

  • Establish conditions for effective feedback and reflection including building an educational alliance
  • Discuss strategies to facilitate feedback conversations
  • Discuss approaches to provide goal-oriented feedback

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Assessment

At the end of the session, participants will be able to:

  • Describe the concepts of low and high stakes assessments in PGME and UGME competency-based assessment models
  • Implement clinical assessment tools, including workplace-based assessments (WBAs) and direct observation
  • Identify strategies teachers use to support fairness, equity, and transparency when assessing learners

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Learning Context

At the end of the session, participants will be able to:

  • Use strategies to maximize the learning opportunities specific to the context (practice-based, classroom-based)
  • Match content and responsibility to the level of the learner
  • Discuss ways to integrate learners of different levels into your clinical practice with layered learning

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Indigenous Cultural Safety for Learners

By the end of the session, participants will be able to:

  • Recognize and value the uniqueness of Indigenous experiences with medical education and health care
  • Apply a strength-based approach to Indigenous Cultural Safety in learning contexts
  • Discuss teachers’ role in creating and maintaining a respectful and culturally safe environment for learners

TCP 2 Session Topics

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Learning Relationships

At the end of the session, participants will be able to:

  • Integrate learner’s educational history and goals in the educational plan
  • Describe characteristics of healthy relationships (UBC professional standards) and boundaries between learners and teachers
  • Recognize learner (mis)treatment and its impact
  • Adequately utilize resources for learner support

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Upstander Competencies for the Teacher

By the end of the session, participants will be able to:

  • Identify what constitutes an inclusive learning and work environment.
  • Describe the barriers to inclusion in our working and learning environment.
  • Identify actions to promote inclusivity.
  • Describe Upstander Engagement as a tool to support equity and inclusion.

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Learners Experiencing Difficulty

By the end of the session, participants will be able to:

  • Identify factors that can contribute to situations in which learners experience difficulty 
  • Describe recommended strategies to prevent and support a learner experiencing difficulty
  • Utilize available resources to support both learners and faculty when a learner is experiencing difficulty

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Learners with Accommodations

By the end of the session, participants will be able to:

  • Discuss approaches for supporting inclusive, welcoming, and accessible learning environments
  • Reflect on how they can better support their learners with diverse learning needs with typical accommodations
  • Access UBC accommodation policies

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Difficult Conversations: Navigating Through Conflicts

By the end of the session, participants will be able to:

  • Discuss effective approaches to engaging with faculty and learners in the presence of tension and/or discomfort.
  • Practice the application of strategies to common scenarios experienced by teachers.

Register for Upcoming TCP 1 & TCP 2 Sessions

Register by clicking on the session titles below!

TCP 1: Foundational Teaching

TCP 2: Complimentary Topics with a Clinical Teaching Focus

Contact

For more information about the program, please contact your site’s Faculty Development team: