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.

Resource Library

Introductory Resource – Mini Modules

KEYWORDS: Introductory, 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.

Competency by Design (CBD): Resident Training & Assessment

KEYWORDS: Assessment, CBD, Competency by Design, Competency by Design (CBD): Resident Training & Assessment, Resident Training

CATEGORY: All, Competency By Design, Educational Lead, Learner Group, Learning Context, Module, Patient Involvement, PGME, Preceptor, Program Director, Resource Format, Teacher Role, Topic, Without patient care

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.

CBL Virtual Facilitation

KEYWORDS: CBL, CBL Virtual Facilitation, Facilitation, Virtual

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

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.

Active Learning Strategies for Meaningful Engagement Synchronous Session Guide

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

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

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/

Course Readings to Support UGME Instruction

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.

Lecture PPT Template

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.”

Inclusive Language Guide

Inclusive Language Guide

KEYWORDS: Guide, Inclusive, Inclusive Language Guide, Language

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.

PGME Learning Environments Resources

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.