Resources
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Resource Library
Years 3 & 4 Resources for Clinical Faculty and Residents
KEYWORDS: 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 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.
Download PDF:
Recognize_and_Respond_to_a_Student_in_Crisis
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.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Probing Clinical Reasoning through Collaborative Questioning
KEYWORDS: clinical reasoning, clinical teaching, collab, collab q, collaborative, collaborative questioning, mini module, mini modules, probing clinical reasoning, probing clinical reasoning through collaborative questioning, teaching
CATEGORY: Clinical, Clinical teaching (e.g. PPE), 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.
This module looks at how you can probe clinical reasoning in a way that is collaborative and that helps strengthen the educational alliance between teacher and learner.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Direct Observation and Feedback
KEYWORDS: clinical mini module, clinical teaching, Direct, Direct Observation, direct observation and feedback, DO, DO feedback, mini module, mini modules, Observation, observation and feedback, 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.
This module looks at how direct observation and feedback can serve as a guide to help learners improve clinical skills.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Co-Creating Mutual Goals
KEYWORDS: clinical mini module, clinical teaching, co-creating, co-creating mutual goals, cocreating, cocreating goals, cocreating mutual goals, educational alliance, goals, mini module, mini modules, mutual goals, teaching
CATEGORY: Clinical, Clinical teaching (e.g. PPE), 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.
This module explores how to create mutual goals and develop an educational alliance with learners.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Virtual Teaching in the ICC – Session Summary, June 18th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza)
If you are an ICC preceptor who is looking for support as you consider teaching in the virtual environment, please view the recorded session linked in this document that outlines pertinent parts of the session. Accompanies video on June 18, 2020.
Download PDF:
Virtual-Teaching-in-the-ICC-June-18th
Virtual Teaching in the Integrated Community Clerkship (ICC) – June 18th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Video, Virtual Teaching (e.g. slido, piazza)
Tips and tricks for being a virtual preceptor and teaching in the Integrated Community Clerkship (ICC) with panelists Dr. Aisha Manji, Dr. Krystine Sambor, Dr. Brian Lin, Dr. Maria Wamsley, Dr. David Nguyen, Taryn Zabolotniuk, Dr. John Pawlovich, and Dr. Eric Webber.
View Video:
https://vimeo.com/430890514
Virtual Teaching in RFP (Rural Family Practice) – Session Summary, June 24th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza)
If you are a Rural Family Practice preceptor who is looking for support as you consider teaching in the virtual environment, please view the recorded session linked in this document that outlines pertinent parts of the session. Accompanies video on June 24, 2020.
Download PDF:
Virtual-Teaching-in-RFP-June-24
Virtual Teaching in Rural Family Practice (RFP) – June 24th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Video, Virtual Teaching (e.g. slido, piazza)
Tips and tricks for being a virtual preceptor and teaching in Rural Family Practice (RFP) with panelists Dr. Marjorie Docherty, Dr. Karin Blouw, Dr. John Pawlovich, and Dr. Janet Evans
View Video:
https://vimeo.com/454419191
Virtual Teaching in Clinical Environments – Session Summary, June 29th, 2020
CATEGORY: All, Clinical, Learner Group, Learning Context, Patient Involvement, PDF/Document, Preceptor, Resource Format, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), With patient care
This outline is for preceptors who watched the video on virtual teaching in clinical environments (June 29, 2020).
Download PDF:
Virtual-Teaching-in-Clinical-Environments-June-29th