Resources
Do you have an idea for a teaching resource? Email us at fac.dev@ubc.ca
Resource Library
Years 3 & 4 Workplace Based Assessment (WBA) Orientation
KEYWORDS: Assessment Orientation, WBA, WBA orientation, workplace based assessment, Year 3, Year 3 4, Year 3 Assessment Orientation Module, Year 4, Years 3 4
CATEGORY: Clinical, Learner Group, Learning Context, Module, Observation and Assessment, Orientation, Patient Involvement, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
This module will provide an overview of Workplace Based Assessment (WBA) in Years 3 & 4 of the MD Undergraduate Program (MDUP). It provides an overview of programmatic assessment modalities used in the MDUP Program and then looks at specific aspects of WBA including filling out a Direct Observation from.
Direct Observation for Assessment
KEYWORDS: Assessment, Direct, Direct Observation for Assessment, Observation
CATEGORY: Clinical, Learner Group, Learning Context, Observation and Assessment, Patient Involvement, Preceptor, Resource Format, Teacher Role, Topic, UGME, Video, With patient care
These videos demonstrate preceptors directly observing medical students for the purposes of assessment via an electronic WBA Direct Observation form.
Competency by Design (CBD): Resident Training & Assessment
KEYWORDS: Assessment, CBD, Competency, Competency by Design, Competency by Design (CBD): Resident Training & Assessment, Resident Training
CATEGORY: All, Competency By Design, 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.
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. Each physician should claim only those credits accrued through participation in the activity.
Teaching Perspectives Inventory
KEYWORDS: Inventory, Perspectives, teaching, Teaching Perspectives Inventory
CATEGORY: All, All, All, Both, General (e.g. TPI), Learner Group, Learning Context, Other, Patient Involvement, Resource Format, Teacher Role, Topic
The Teaching Perspectives Inventory (TPI) is a free survey that asks teachers to reflect on their teaching beliefs, intentions, and actions. The TPI then generates a report highlighting the teacher’s dominate, moderate, and recessive teaching perspective. The TPI survey has been used internationally for teacher’s individual reflection and for groups of teachers to reflect on their collective teaching perspectives.
View Webpage:
http://www.teachingperspectives.com/tpi/
Flexible Enhanced Learning (FLEX) Orientation
KEYWORDS: FLEX, Flexible Enhanced Learning, Flexible Enhanced Learning (FLEX) Orientation, Orientation
CATEGORY: FLEX/FOS Advisor, Learner Group, Learning Context, Module, Orientation, Patient Involvement, Resource Format, Small-group, Teacher Role, Topic, UGME, Without patient care
This module will introduce UBC Undergraduate Medical Education (UGME) faculty to their role in the Flexible Enhanced Learning (FLEX) course spanning across – MEDD 419, MEDD 429, and MEDD 449.
Foundations of Scholarship (FoS) Orientation
KEYWORDS: FoS, Foundations of Scholarship, Foundations of Scholarship (FoS) Orientation, Orientation
CATEGORY: FLEX/FOS Advisor, Learner Group, Learning Context, Module, Orientation, Patient Involvement, Resource Format, Small-group, Teacher Role, Topic, UGME, Without patient care
This module will introduce UBC’s Undergraduate Medical Education (UGME) faculty to their role in the Foundations of Scholarship (FoS) – MEDD 419 course.
Portfolio Coach Orientation
KEYWORDS: Coach, Orientation, Portfolio
CATEGORY: Learner Group, Learning Context, Module, Orientation, Patient Involvement, Portfolio Coach, Resource Format, Small-group, Teacher Role, Topic, UGME, Without patient care
This module introduces Portfolio Coaches to their role.
Case-Based Learning (CBL) Tutor Training
KEYWORDS: case based, Case-Based Learning, CBL, cbl training, cbl tutor, Training, Tutor, tutor training
CATEGORY: CBL Tutor, Learner Group, Learning Context, Module, Other, Patient Involvement, Resource Format, Small-group, Teacher Role, Topic, UGME, Without patient care
This module outlines Case-Based Learning (CBL) in UBC’s Undergraduate Medical Education (UGME) program, including the roles of the tutor and student, and tutor resources and contacts.
Introduction to Small Group Facilitation
KEYWORDS: Facilitation, Introduction, Introduction to Small Group Facilitation, Small Group
CATEGORY: CBL Tutor, Facilitation/Active learning, Learner Group, Learning Context, Module, Patient Involvement, Resource Format, Small-group, Teacher Role, Topic, UGME, Without patient care
This module describes the importance of small group learning in medical education and the role of small group facilitators in UBC’s Faculty of Medicine. It introduces some strategies for creating a safe learning environment, managing the dynamics of a small group, addresses common facilitation challenges raised in student assessment of teacher data, and includes tips from experienced facilitators.
Inter-City Rounds Facilitation Guide
KEYWORDS: Facilitation, Guide, Inter-City, Inter-City Rounds Facilitation Guide, Rounds
CATEGORY: Facilitation/Active learning, Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Patient Involvement, PDF/Document, PGME, Resource Format, Teacher Role, Topic, Without patient care
Techniques for setting up, moderating and closing a respectful and inclusive discussion.
Download PDF:
Inter-City-Rounds-Facilitation-Guide
Active Learning Strategies
KEYWORDS: Active, active learning, Active Learning Strategies, Engagement, learning, Lecture, presentation, Strategies
CATEGORY: All, Facilitation/Active learning, Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Patient Involvement, PDF/Document, Resource Format, Small-group, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), Without patient care
Guide provides steps to map your large group session’s learning objectives/outcomes with the Bloom’s Taxonomy classifications and outlines different activities and asynchronous and synchronous tools to achieve your goals.
Faculty Development for Large Group Learning
KEYWORDS: Faculty Development, Faculty Development for Large Group Learning, Large Group Learning
CATEGORY: Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Module, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Without patient care
The Faculty Development for Large Group Learning (FD-LGL) initiative is designed to support excellence in teaching by improving the quality and consistency of lectures across UBC’s Undergraduate Medical Education (UGME). Lectures have been identified by students as an area requiring improvement. Recent education literature supports a shift in how lectures are delivered, from a traditional, didactic style to an interactive, engaged large group session.
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 activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program (MOC) of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 1.25 MOC Section 3 Self-Assessment hours (credits are automatically calculated). This Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.25 Mainpro+ Self-Learning credits. Each physician should claim only those credits accrued through participation in the activity.
Royal College SAP ID#: 00013487
CFPC Session ID#: 194686-001
Begin Module:
https://facdev.med.ubc.ca/large-group-learning/