Resources
Do you have an idea for a teaching resource? Email us at fac.dev@ubc.ca
Resource Quick Links
Our most commonly accessed resources are listed below. Looking for something else? Use the Resource Search.
Clinical Teaching Mini Modules
The four mini-modules illustrate integration of our core values with best teaching practices. They also offer valuable insights and practical tips for teaching. The modules cover the interrelated concepts of co-creating goals, doing direct observation and giving feedback, engaging in collaborative questioning to probe clinical reasoning, and reflecting on the experience to offer guidance for self-directed learning.
Guide for Program Directors
A general guide addressing key topics on the Program Director’s role.
Quality Improvement & Patient Safety (QIPS)
Providing training in quality improvement and patient safety (QIPS) is an important consideration for all of our residency programs. This page provides a foundational QIPS curriculum to supplement what already exists and for the curriculum to be integrated into each residency program at UBC as needed.
Introductory Resource
The Introductory Resource provides support for Faculty Development in the clinical environment, especially for new clinical faculty in UGME and PGME, such as Mini-Modules for teaching with patient-care; an overview of curriculum, assessment and feedback to teachers; and links to: training modules for teaching without patient-care, resources for creating an inclusive environment, and important administrative information.
Scenario Library for Teaching
The Teaching Scenario Library provides a current searchable repository of scenarios that illustrate breaches of a safe learning environment or best practices in teaching within the Faculty of Medicine. The scenarios have been developed and produced by the Office of Faculty Development in collaboration with content experts in each area.
View Webpage:
https://facdev.med.ubc.ca/scenario-library/
Telehealth for Teachers and Learners – Video
Introduction to Telehealth platforms (Basics) and a Patient Encounter
This is a video of Dr. Arman Abdalkhani, Associate Director, UGME program’s presentation on 3-way medical student Telehealth teaching.
Telehealth for Teachers and Learners – PPT
Introduction to Telehealth platforms (Basics) and a Patient Encounter
This is Dr. Arman Abdalkhani, Associate Director, UGME program’s brief PowerPoint accompanying his presentation on 3-way medical student Telehealth teaching.
Download PowerPoint:
For-virtual-health-learners-and-teachers-2020
Task Students Can Assist
A video that explore areas in which your students can assist you and take some responsibility. This would depend on the level; of the learner but some examples include: phone triage, performing medication reconciliations and taking an initial history.
Virtual Patient Care Guidelines and Resources for Learners
Guidelines for virtual patient care (July 2020)
FoM Checklist for year 3 student restart on July 6, 2020
Site readiness checklist – This document for download will help to prepare for the altered circumstances attending the return of year 3 students as follows:
Implementation of student protection in patient care and teaching environments.
Plans for telehealth / online learning to cover absence from or lack of access to in-person care
Changes to assessment and concerns about and plans for achieving competency despite shortened rotations
Guidelines for Completing End of Rotation Evaluations
This document guides clinical faculty to complete end of rotation evaluations to include comments for the Medical Student Performance Record
Year 3 End of Rotation Assessment Form
A sample Y3 end of rotation assessment form
Download PDF:
Year-3-End-of-Rotation-Assessment_FINAL-14-Feb-1-002
Resource Library
Clinical Teaching Mini Modules
KEYWORDS: clinical teaching, introduction to teaching, Introductory Resource – Mini Modules, Mini, Modules, Resource
CATEGORY: Clinical, Clinical teaching (e.g. PPE), Facilitation/Active learning, Feedback, Observation and Assessment, Orientation, PDF/Document, PGME, Preceptor, UGME, With patient care
The four mini-modules illustrate integration of our core values with best teaching practices. They also offer valuable insights and practical tips for teaching. The modules cover the interrelated concepts of co-creating goals, doing direct observation and giving feedback, engaging in collaborative questioning to probe clinical reasoning, and reflecting on the experience to offer guidance for self-directed learning.
CBL Virtual Facilitation
KEYWORDS: CBL, cbl virtual, CBL Virtual Facilitation, Facilitation, Virtual, virtual facilitation, Virtual Teaching
CATEGORY: CBL Tutor, Learner Group, Learning Context, Patient Involvement, PDF/Document, Resource Format, Small-group, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza), Without patient care
All CBL small groups have transitioned to on-line, synchronous learning using Zoom technologies. This is a living document (continually edited and updated) that Course Leadership, tutors, Faculty Development and MedIT have contributed to, providing tips, guidance, lessons learned, and policy to help ensure CBL sessions are optimized for facilitation in a virtual environment.
VC Session Guide
KEYWORDS: Session Guide, VC, VC Session Guide
CATEGORY: All, All, Large-group, Learner Group, Learning Context, Patient Involvement, PDF/Document, Resource Format, Small-group, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), Without patient care
The guide provides simple instructions for presenters, moderators, and participants to prepare for and participate in videoconference sessions.
Download PDF:
VC_SessionGuide[2]
Active Learning Strategies for Meaningful Engagement Synchronous Session Guide
KEYWORDS: Active, Active Learning Strategies for Meaningful Engagement Synchronous Session Guide, Engagement, Guide, learning, Meaningful, Session, Strategies, Synchronous
CATEGORY: All, Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), Without patient care
This guide provides steps to map your large group session’s learning objectives or outcomes and outlines different activities and tools to achieve your goals.
Educational Technology Team Support
KEYWORDS: Educational Technology, Educational Technology Team Support, Team Support
CATEGORY: All, All, All, Learner Group, Learning Context, Other, Patient Involvement, Resource Format, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), Without patient care
The Faculty of Medicine (FOM) Educational Technology (Ed Tech) team support faculty with technology enabled teaching.
Sli.do Plug-in for PowerPoint
KEYWORDS: powerpoint, PPT, Sli.do Plug-in, Sli.do Plug-in for PowerPoint
CATEGORY: Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Other, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza), Without patient care
The Plug-in allows instructors to operate Sli.do while remaining in sharing-mode in their PowerPoint presentation.
Piazza Guide
CATEGORY: Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza), Without patient care
A user guide for faculty and students on how to engage on Piazza.
For instructions on how to navigate Piazza, go to Piazza Guide for Instructors https://education.med.ubc.ca/edtech-resources/piazza-guide-for-instructors/
Download PDF:
Piazza-Guide-4[1]
Course Readings to Support UGME Instruction
KEYWORDS: Course Readings, Course Readings to Support UGME Instruction, Instruction, UGME
CATEGORY: Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Without patient care
This document outlines how to select reading materials for your course/session.
Download PDF:
UGME-course-readings-June2021[1]
Lecture PPT Template
KEYWORDS: Lecture, Lecture PPT Template, powerpoint, PPT, Template
CATEGORY: Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Without patient care
This is a PowerPoint that lecturers can use for MEDD411/412/421/422.
The second-to-last slide in this slide deck is a reminder for students to complete their Teacher Assessment From. Feel free to include that slide in your presentation if you received notification that you lecture will be assessed this academic year – this information should be included in the confirmation email you received from the program.”
Download PowerPoint:
BLANK_UBC_UGME_Lecture_Template[1]
Inclusive Language Guide
KEYWORDS: Guide, Inclusive, Inclusive Language Guide, Language, Language Guide
CATEGORY: All, All, All, Both, EDI/Indigenous topics, Learner Group, Learning Context, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic
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.
Download PDF:
Inclusive-Language-Guide[1]
PGME Learning Environments Resources
KEYWORDS: Learning Environments, PGME, PGME Learning Environments Resources
CATEGORY: All, Both, Learner Group, Learning Context, Learning Environment, Module, Patient Involvement, PGME, Preceptor, Program Director, Resident, Resource Format, Teacher Role, Topic
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.
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 1.5 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 1.5 Mainpro+ Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.
Guide for Program Directors
KEYWORDS: Guide, Guide for Program Directors, Program Directors
CATEGORY: Learner Group, Learning Context, Orientation, Other, Other, Patient Involvement, PGME, Program Director, Resource Format, Teacher Role, Topic, Without patient care
A general guide addressing key topics on the Program Director’s role.