Resources

Resources for Lecturers

This page contains a comprehensive set of resources developed in association with UBC Faculty of Medicine lecturers to support the design and delivery of effective and engaging sessions. Includes links to:

• Design and Deliver Effective Lectures module
• Key materials and resources
• Teaching & technical support

Accommodations in the Real World – Accessible Clinical Education

KEYWORDS: ableism, Accessibility, accessible clinical education, Accessible training, accommodations, accommodations in the real world, disability, Inclusivity

CATEGORY: Clinical, Video

Sarah Knitter, Co-Director of the UBC Centre for Accessibility, talks about ableism, types of clinical accommodations and what that looks like in the real world. This video also goes over the process for determining reasonable accommodations.

Creating Inclusive Training Programs for Trainees with Disabilities

KEYWORDS: Abelism, Accessibility, accessible clinical education, Accessible training, accommodations, Creating Inclusive Training Programs for Trainees with Disabilities, Disabilities, Dr. Lisa Meeks, inclusive training, Inclusivity, Lisa Meeks, Med Ed Day

CATEGORY: All, All, Video

The 17th Annual Dr. William Webber Lecture by Dr. Lisa Meeks. Delivered at Medical Education Day, March 3rd, 2023, Dr. Meeks goes over ableism in health professions training and outlines the value of having a diverse faculty.

Inclusivity in the Learning Environment – PowerPoint Slides

KEYWORDS: Inclusive, Inclusivity, Inclusivity in the Learning Environment, Learning Environment, power point, powerpoint, PPT

CATEGORY: All, All, All, Both, Learning Environment, PDF/Document, PowerPoint

This is the group presentation version of the Office of Faculty Development’s Inclusivity in the Learning Environment online module for in-person or virtual delivery, and is accredited (see statement). Click the link below for access.

Feedback to Teachers

KEYWORDS: assessment for residents, Assessment Form, assessment forms for faculty, assessment support, FAQ, feedback to teachers, one45, peer support, peer support volunteer program, promotion, promotion and advancement, teacher assessment, teacher assessment forms, teacher support

This webpage contains information that helps faculty understand teacher assessment. You will find:

• an FAQ that addresses common questions Educational Leads and teachers have regarding the assessment process
• how you can access One45 and receive reports
• information on the Peer Support Volunteer Program for discussing feedback
• how to request assessment or reports for promotion and advancement
• samples of Teacher Assessment Forms for faculty and residents

Assessment of Teacher by Learner – FAQ

KEYWORDS: assessment of teacher, assessment of teacher by learner, faculty feedback, faculty support, FAQ, feedback on teaching, frequently asked questions, support, teacher assessment, teacher feedback, teacher support

The Undergraduate Medical Education (UGME) Program strives to provide faculty and teachers with feedback from learners on their teaching. This FAQ info sheet is for Faculty and teachers and contains common questions Educational Leads and teachers have regarding this process.

Peer Support Volunteer Program

KEYWORDS: feedback, feedback support, peer, peer support, peer support program, peer support volunteer program, support for teachers, teacher assessment, teacher feedback

The Peer Support Volunteer Program aims to empower teachers to act on their teaching assessments to improve their teaching with the support of a peer. We are seeking both teachers who would like to act as Peer Support Volunteers AND teachers who would like to access this support.

Introduction to OSCE

KEYWORDS: clinical examination, Examiner, examiner training, objective structured, objective structured clinical examination, osce, OSCE Examiner, OSCEs, SIMiQ, undergraduate

The module orients faculty to Objective Structured Clinical Examinations (OSCEs) in the UBC Undergraduate Medical Education Program and your role as an examiner.

Years 3 & 4 Resources for Clinical Faculty and Residents

KEYWORDS: Clerkship, clinical learning objectives, Clinical Preceptors, clinical procedures, clinical procedures and patient encounters, must do, Must see, must see must doo, Patient Encounters, Pocket Cards, Resources for Clinical Preceptors, Year 3, Year 3 4, Year 3 Clerkship, Year 4, Years 3 4

This page provides a comprehensive list of curriculum and assessment resources for Year 3 and Year 4 Clinical Preceptors including Workplace Based Assessment (WBA) Orientation, Clinical Procedures and Patient Encounters (Must DO & Must SEE), and discipline-specific Clinical Learning Objectives.

Inclusivity in the Learning Environment for Health Professions

KEYWORDS: health professions, health professions inclusivity, Inclusive, Inclusivity, inclusivity health professions, Inclusivity in the Learning Environment

CATEGORY: Both, Clinical, EDI/Indigenous topics, Health Professions, Module, Patient Involvement, Small-group

This module is informed by the Faculty of Medicine expectations for an inclusive environment, and provides guidance for faculty, learners and staff in the Health Professions on how to address actions that are not aligned with those expectations. It provides an introduction to inclusion and is intended to promote collaborative discussions that result in collective learning about inclusive practices.

Recognize and Respond to a Student in Crisis

KEYWORDS: concern, crises, crisis, difficulties, Difficulty, emergency, learner, learner in crisis, learner in difficulty, Learners, MDUP, Student, student in crisis, Students, support students

CATEGORY: All, Both, Clinical, Large-group, Learner in difficulty, Orientation, Other, Pandemic & Emergency Preparedness, PDF/Document, Small-group, UGME

Created by MDUP Student Affairs and the Office of Faculty Development, this resource helps you identify and differentiate the severity of a student’s distress and enables you to guide them to the most appropriate resources and supports.

Reflection and Feedback Conversations

KEYWORDS: clinical mini module, clinical teaching, feedback, mini module, mini modules, reflection, reflection and feedback, reflection and feedback conversations, teaching

CATEGORY: Clinical, Feedback, Learner Group, Learning Context, Module, Patient Involvement, PGME, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care

One of four mini modules that introduce key concepts in clinical teaching.

The previous module on Direct Observation and Feedback in a Clinical Setting dealt with types of conversations which happen in the immediacy of clinical work. Taking the time to do this module will help you enhance wider ranging feedback conversations.