Resources
Do you have an idea for a teaching resource? Email us at fac.dev@ubc.ca
Resource Library
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
View Webpage:
https://facdev.med.ubc.ca/resources-for-lecturers/
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.
View Video:
https://vimeo.com/828140619/d992df2433
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.
View Video:
https://vimeo.com/826938808
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.
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.
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
View Webpage:
Feedback to Teachers
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.
Download PDF:
AssessmentofTeacherbyLearner_FAQ_2023-08-24-V2
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.
Download PDF:
Peer Support Volunteer Program - Promo V8_FINAL
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.
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.