|Active Learning Strategies||
Includes various active learning activities that you might consider using in your lecture to increase learner engagement and active participation.
|Active learning and Lecturing||June 2016||Active learning,Lecturing,PDF,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2016/07/Active-Learning-Strategies.pdf|
|Assessment Orientation Module (Y3)||
This module provides an orientation the the programmatic assessment approach for Year 3 in the UGME, with a focus on Workplace-Based Assessment (WBA).
|Curriculum Renewal, Assessment, Workplace-Based Assessment||Module||Dr. Kiran Veerapen and Ms. Sharon Doucet||2018||Assessment & Feedback,Teaching Resources||https://www.learningresources.med.ubc.ca/public/FacDev/Year%203%20Assessment/Orientation%20to%20Year%203%20Assessment%20%20-%20Storyline%20output/story_html5.html|
|Assessment package (Y3)||
Year 3 Assessment package for the rural Family Practice Preceptor
|Building Safe and Supportive Learning Environments module||
This module introduces faculty to the UGME program’s student mistreatment policies and reporting process as well as provides resources for faculty to build safe and supportive relationships with their learners by fostering student resilience and well-being.
|Residents as Teachers, Clinical Teaching, Faculty Training||Module||Cheryl Holmes, Robyn Hutchings, Carol-Ann Courneya, Brett Schrewe, Kiran Veerapen, Katherine Wisener, Erica Amari, Sharon Doucet||2018||Slide,Teaching Resources||https://rise.articulate.com/share/iFwR4rOdnKsQKue4i2WJDPaywkZoVmsg|
|CBL Tutor Training Module for Experienced Tutors||
This module introduces Case-Based Learning (CBL) in UBC’s UGME, outlines the differences between PBL and CBL, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.
|Case-Based Learning, Faculty Training, Curriculum Renewal||Module||Teaching and Learning Enhancement Fund Investigators||2018||Case-Based Learning,Curriculum Renewal,Faculty Training,Module,Teaching Resources||https://www.learningresources.med.ubc.ca/public/FacDev/CBL Experienced Tutor/CBL Tutor Training Module for Experienced Tutors - Storyline output/story.html||_blank|
|CBL Tutor Training Modules for New Tutors||
This module introduces Case-Based Learning (CBL) in UBC’s UGME, explores the tutor and student experiences in CBL, and outlines Assessment in CBL.
|Case-Based Learning, Faculty Training, Curriculum Renewal||Teaching and Learning Enhancemnt Fund Investigators||2018||Case-Based Learning,Curriculum Renewal,Faculty Training,Teaching Resources||https://www.learningresources.med.ubc.ca/public/FacDev/CBL New Tutor/CBL New Tutor Training Module - Storyline output/story.html||_blank|
|Competency by Design (CBD): Resident Training & Assessment||
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.
|Assessment and Clinical Teaching||Module||Dr. Sonia Butterworth, Ms. Eleni Tsakumis & Ms. Sharon Doucet||2018||Assessment,Clinical Teaching,Module,Teaching Resources||https://rise.articulate.com/share/oD4N-QaQNTSs80NH6HyzxoAwPs8Lt4Lt#/?_k=zfx9ys|
|Direct Observation videos for Assessment||
These videos demonstrate preceptors directly observing medical students for the purposes of assessment via an electronic WBA Direct Observation form.
|Curriculum Renewal, Assessment, Workplace-Based Assessment||Video||2017||Assessment,Assessment & Feedback,Teaching Resources,Video||https://med-fom-fac-dev.sites.olt.ubc.ca/direct-observation-for-assessment-video-physical-examination-not-on-track-student/|
|Education Matters newsletter||
The Office of Faculty Development and Educational Support publishes a newsletter titled Education Matters
|Education Matters Newsletter||Online publication||Multiple||2002 - 2015||Education Matters newsletter,Online Publication,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/education-matters/||_blank|
|Effective Lecturing Checklist||
This checklist includes tips on developing a clear and organized lecture.
|Lecturing, Residents as Teachers||Dr. Leslie Sadownik||Lecturing,PDF,Residents as Teachers,Resource Category,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Checklist-for-a-Healthy-Lecture.pdf||_blank|
|Faculty Development for Large Group Learning||
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.
|Lecturing, Faculty Training||Module, Video||Barry Mason, Ken Madden, Simon Moore and multiple faculty and student consultants- full list found in the primers||2018||Faculty Training,Lecturing,Teaching Resources,Video||https://facdev.med.ubc.ca/fd-lgl/|
|Feedback – case studies||
The accompanying Case Studies for the feedback – giving and receiving videos
|Lecturing||Yi Ariel Liu, Teresa Rodriguez, Dr. Kiran Veerapen||2013||PDF,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Spiralling-towards-Competency.pdf||_blank|
|Feedback – giving and receiving||
Videos designed to create a highly interactive workshop that will highlight the challenges, barriers and solutions for giving and receiving effective feedback
|Lecturing||Video||Yi Ariel Liu, Teresa Rodriguez, Dr. Kiran Veerapen||2013||Teaching Resources,Video||https://www.youtube.com/watch?v=3K0ahnbO_EA&list=PLt-kn1KWuxRFGg2yqSTjvUdXjWmBMGqPL||_blank|
|Lecture Guide: Improving Lecture Quality||
This guide to improve lecture quality includes: evidence-based principles to consider when lecturing, a checklist for student, peer, or program observation, a template for a handout, and a list of reference resources.
|Cased-Based Learning, Faculty Training, Curriculum Renewal||Dr. Barry Mason, Dr. David Fairholm, et al.||2016||Lecturing,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2016/11/Lecture-Guide_Faculty-Development.pdf|
|Peer Observation of Teaching Handbook||
This handbook describes the steps a peer observer should follow, based on the
|Teaching||Lori R. Newman, David H. Roberts and Richard M. Schwartzstein||2012||Clinical Teaching,PDF,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/11/MedEdPortalPeer-observation-handbook.pdf|
|Portfolio Coach Module||
This module introduces new Portfolio Coaches to their role.
|Curriculum Renewal||Video||Drs. Maria HUbinette, Mike Purdon, Ms. Katherine Wisener & Ms. Sharon Doucet||2018||Curriculum Renewal,Faculty Training,Teaching Resources,Video||https://www.learningresources.med.ubc.ca/public/FacDev/Portfolio/Portfolio%20Coach%20Training%20Module%20-%20Storyline%20output/story_html5.html|
|Strategies for Diagnosing the Learner with Performance Difficulties||
Strategies for the problem resident
|Residents as Teachers,Clinical Teaching||Dr. Leslie Sadownik||2008||Clinical Teaching,PDF,Residents as Teachers||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/The-Learner-with-Problems-Strategies.pdf||_blank|
|Student Mistreatment video||
UBC Faculty of Medicine presents this video highlighting for faculty what can be perceived by students as mistreatment and what to do if a student approaches you about being mistreated.
|Teaching Skills for Community Based Preceptor||
Short booklet to help faculty teaching more effectively in the clinical setting
|Clinical Teaching and Residents as Teachers||Dr. Jean Jamieson, Dr. David Fairholm and Dr. Leslie Sadownik||2012||Clinical Teaching,PDF,Residents as Teachers||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Teaching-Skills-for-Community-Preceptor.pdf||_blank|
|Teaching Tips: Learner-Centered Teaching||
This sheet provides guidelines for delivering learner-centered teaching.
|Residents as Teachers||2008||Clinical Teaching,Feedback,PDF,Residents as Teachers||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/Teaching-Tips-Reminder-for-UBC-Residents-Fellows.pdf||_blank|
|The Art of Lecturing||
20 minute video on presentation skills and the art of lecturing
|Lecturing||Video||Dr. Leslie Sadownik||2010||Lecturing,Video||http://mediasite.phsa.ca/mediasite/Play/31c94b23b0c54a8ab02184b5d2947d311d||_blank|
|The Art of Lecturing||
Characteristics of a “good” lecture and how to improve lecturing
|Lecturing||Dr. Leslie Sadownik||2010||Lecturing,PDF||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/03/The-Art-of-Lecturing-PDF.pdf||_blank|
|Time Saving Tips for Effective and Efficient Clinical Teaching||
This sheet includes time saving tips to use when teaching medical learners in the clinic.
|Clinical Teaching, Residents as Teachers||Dr. Leslie Sadownik||Clinical Teaching,PDF,Residents as Teachers,Resource Category,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Time-Saving-Tips.pdf||_blank|
|Tip Sheet for Questioning Strategies||
This tip sheet provides strategies to improve a learner’s clinical reasoning skills through effective questioning.
|Clinical Teaching, Residents as Teachers||2015||Clinical Teaching,PDF,Residents as Teachers,Teaching Resources||https://med-fom-fac-dev.sites.olt.ubc.ca/files/2015/09/2015-07-20-Tip-Sheet-for-Questioning-Strategies.pdf||_blank|
|Year 3 Pocket Cards: Class of 2020||
Mandatory Encounters and Discipline-Specific Guidelines
|Y3 pocket cards||N/A||2018||PDF,Teaching Resources,Y3 pocket cards||https://med-fom-fac-dev.sites.olt.ubc.ca/year-3-resident-orientation-pocket-cards-class-of-2020/||_blank|