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General Assessment Criteria
General Assessment Criteria
Justify and explain your choice of educational method(s).
Demonstrates intentional and appropriate selection of specific teaching method to match defined outcomes.
Demonstrates proficiency in selected teaching method(s).
How to use these resources
How to use these resources
Educational or teaching methods comprise a large domain of educational practice that integrates educational theory with context and learners to identify techniques suitable for teaching and learning. Teaching methods or techniques are the target of many faculty development programs and are among the skills many faculty value.
These resources describe and evaluate a number of methods. Demonstrating competence may be done by recordings of you using one or another method or by selecting methods for particular situations and justifying your decisions and examining alternatives.
Presentation Skills
Presentation Skills
Resources
Resources
Made to Stick. Heath C and Heath D. 2007, Conchie (ISBN-10: 1400064287 | ISBN-13: 978-1400064281)
Presentation Zen. Reynolds G.
Poll Everywhere - Web based audience response system lets you embed interactive activities directly into your presentation. The audience responds on the web or via SMS texting on their phones.
Video Scribe - Create animated videos using VideoScribe’s library, add text, music and voice over. You can download your video or share it directly online
Presentations with an explicit outline are recalled better than ones without: A randomized controlled trial. Puhan A, Khan KS, Steurer J. Med Teach 2010;32:e289-e293.
The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid by Michael Alley.
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Facilitator:
Francisco R. Davila G. MD, MHPE, FACP
Transitional Year Program Director
Assistant Dean for Medical Education - M4 Curriculum
Associate Professor Oakland University William Beaumont School of Medicine
Pearce Hospitalist Service
Corewell Health William Beaumont University Hospital
Email: francisco.davila@corewellhealth.org
Documents
Documents
Building an Escape Room
Building an Escape Room
Facilitator: Stephanie Marcincavage, BS, RRT
Facilitator: Stephanie Marcincavage, BS, RRT
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Prompts to consider:
Prompts to consider:
Why might an escape room be a good fit for your learner?
What type of planning goes into building an escape room?
What types of learning theories support the use of an escape room?
Think of a potential puzzle you would want your learner to solve?
Strategies for learning-driven lectures
by Sheila W. Chauvin, Phd, MEd, Icahn School of MedicinePublished on April 5, 2013Strategies for learning-driven lectures
Objectives:
Design lectures based on principles of human learning
Identify simple strategies that can be used in lectures to engage learners actively in thinking and use of targeted content.
Consider innovations and alternatives to traditional lecture formats for engaging large groups of learners in thinking and higher order levels of learning.
Educational Methods - General
Educational Methods - General
"I'll never play professional football" and other fallacies of self-assessment. Eva KW, Regehr G. J Continuing Educ Health Professions 2008;28(1):14-19.
Teaching when time is limited. Irby DM, Wilkerson L. BMJ 2008;336:384-7.
How attending physicians make instructional decisions when conducting teaching rounds. Irby DM. Acad Med 1992;67(10):630-38.
Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Kusurkar RA, Croiset G, Ten Cate OTH. Med Teach 2011;33:978-82.
Storytelling that moves people. McKee R, Fryer B. Harvard Business Review
Reconsidering "good teaching" across the continuum of medical education. Pratt DD, Arseneau R, Collins JB. J Continuing Educ Health Professions 2001;21:70-81.
Twelve tips to promote excellence in medical teaching. Ramani S. Med Teach 2006;28(1):19-23.
"Teaching as a competency": Competencies for medical educators. Srinivasan M, Li ST, et al. Acad Med 2011;86:1211-1220.
Orienting teaching toward the learning process. ten Cate O, Snell L, et al. Acad Med 2004;79:219-28.
The effectiveness of self-directed learning in health professions education: A systematic review. Murad MH, Coto-Yglesias F, et al. Med Educ 2010;44:1057-68.
A practical guide for medical teachers. 5th edition. 2017. Dent JA, Harden RM, Hunt D (Eds.) Churchill Livingstone. Elsevier Publishers. (ISBN: 978-0702068911)
Creating significant learning experiences: An integrated approach to designing college courses, 2nd edition. Fink LD. San Francisco: Jossey Bass. 2013. (ISBN-13:978-1118124253)
McKeachie’s teaching tips. Strategies, research, and theory for college and university teachers. Fourteenth edition. 2011. Svinicki M and McKeachie WJ. Wadsworth. (ISBN: 978-1-133-93679-4)
Methods for teaching medicine. American College of Physicians (ACP) Teaching Medicine Series. 2010. Skeff KM, Stratos GA. Philadelphia, PA. ACP Press. (ISBN: 978-1934465424)
Teaching in the Hospital. American College of Physicians Teaching Medicine Series. Weise J (Ed.) Philadelphia PA: American College of Physicians. 2010. (ISBN: 978-1934465448)
Theory and practice of teaching medicine. Ende J (Ed.). Philadelphia, PA: ACP Press. 2010.
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**Hot off the press** Fundamental Role of the Arts and Humanities in Medicine by Lisa Howley, PhD Elizabeth Gaufberg, MD, MPH Brandy King, MLIS of the AAMC https://store.aamc.org/the-fundamental-role-of-the-arts-and-humanities-in-medical-education.html
Patient story library: https://medicine.umich.edu/dept/pt-experience/patient-story-library
University of Michigan Museum of Art and Curriculum Collection: https://umma.umich.edu/exhibitions/2020/curriculum-collection
Knowledge Transfer - Questioning
Free educational resource from MedEd Portal: Tattelman E, Karnik A, Fornari A. Questioning as a Tool in Teaching. MedEdPORTAL; 2011.
Available from: www.mededportal.org/publication/8419
Mind Map Resource: https://learningfundamentals.com.au/resources/
Key Resources
Key Resources
Teaching tips: Strategies, research, and theory for college and university teachers. W.J. McKeachie and M. Svinicki. (14th ed.), Cengage Learning. (2014). Print ISBN: 9781285499802, 1285499808
An overall excellent reference to have in your library
Natesan, S., Bailitz, J., King, A., Krzyzaniak, S. M, Kennedy, S. K, Kim, A. J, et al. (2020). Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 21(4). http://dx.doi.org/10.5811/westjem.2020.4.46060 Retrieved from https://escholarship.org/uc/item/5h23k7d4
Theoretical foundations of design thinking – A constructivism learning approach to design thinking. Mandaar Pande, S. Vijayakumar Bharathi* Symbiosis Centre for Information Technology (SCIT), Symbiosis International (Deemed University) (SIU), P-15, Pune Infotech Park, Hinjawadi Phase I, Pune, Maharashtra 411057, India https://doi-org.proxy.lib.umich.edu/10.1016/j.tsc.2020.100637
The authors have attempted to provide a mapping of constructivism learning theory with design thinking by creating a taxonomy of constructivist learning tenets. And then provide a clear linkage between the activities of each phase of the design thinking process with the various constructivist learning tenets.
Constructivism approach to planning a curriculum. It goes through so many resources and foundational materials. The references are the key part of this resource
Active Learning
Active Learning
Active Learning Resource - This resource provided by the University of Michigan Center for Research on Learning and Teaching (CRLT) showcases the diversity of active learning techniques used by instructors at U-M, from the humanities and arts to STEM, from small seminars to large lectures, to demonstrate not just what active learning is, but how it works in classrooms right here on campus.
How-to Guide for Active Learning. Fornari A and Poznanski A (eds). IAMSE Manuals
Active learning increases student performance in science, engineering, and mathematics. Freeman S, Eddy SL, et al. PNAS 2014;111(23):8410-15.
Active Learning: Some considerations by Larry Gruppen 2017.
Twelve tips for use of a white board in clinical teaching: reviving the chalk talk. Orlander JD. Med Teach 2007;29:89-92.
Twelve tips for conducting effective workshops. Steinert Y. 1992.
Peer Teaching
Peer Teaching
Twelve tips for peer observation teaching. Siddiqui ZS, Jonas-Dwyer D, Carr SE. Med Teach 2007;29:297-300.
Twelve tips for peer-assisted learning: a classic concept revisited. Wadoodi A, Crosby JR. Med Teach 2002;24(3);241-44.
Clinical Reasoning
The process by which clinicians collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process. Clinical Reasoning
Clinical Reasoning online discussion - Clinical Reasoning. Facilitator: Larry Gruppen (March 8, 2017)
Clinical Reasoning slide presentation by Larry Gruppen
Scripts and medical diagnostic knowledge: Theory and applications for clinical reasoning instruction and research. Charlin B, Tardif J, Boshuizen HPA. Acad Med 2000;75:182-90.
Article summary (Gruppen) - presented at MHPE retreat
Educational strategies for improving clinical reasoning. Cutrer WB, Sullivan WM, Fleming AE. Curr Probl Pediatr Adolesc Health Care 2013;43:248-57.
Feedback
Feedback
State of the science in health professional education: effective feedback. Archer JC. Med Ed 2010;44:101-108. doi:10.1111
Practice Feedback Interventions: 15 suggestions for optimizing effectiveness. Brehaut, JC, Colquhoun HL, et al. Ann Int Med 2016;164:435-441. doi: 10.7326/M15-2248
What is feedback in clinical education? van de Ridder JMM, Stokking KM, et al. Med Ed 2008;42:189-97.
Teaching on the run tips10: giving feedback. Vickery AW, Lake FR. MJA 2005;183(5):267-68
Problem-based Learning
An instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems.Problem-based Learning
Twelve tips for creating trigger images for problem-based learning cases. Azer SA. Med Teach 2007;29:93-97
Twelve tips for recruiting and retaining facilitators in a problem-based learning programme. Mclean M, Van Wyk J. Med Teach 2006;28(8):675-79
Reflective Practice
Reflective Practice
Online Discussion. Facilitator: Larry Gruppen
Twelve tips for teaching reflection at all levels of medical education. Aronson L. Med Teach 2011;33:200-05.
Development of a student rating scale to evaluate teachers' competencies for facilitating reflective learning. Schaub-de Jong MA, Schonrock-Adema J, et al. Med Educ 2011;45:155-65.
Standardized Patients
Standardized Patients
Standardized Patients Cases Template: MedEd Portal
Using standardized patients in advanced practice nursing education. Vessey JA, Huss K. J Prof Nurs 2002;18(1):29-35.
Standardized patient and simulation terminology standards of practice. Poszywak K.
Strategic Questioning
Strategic Questioning
Teaching and Learning with strategic questions online discussion by Gurjit Sandhu
Strategic questioning in surgical education. Magas C, Dedhia P, et al. Clinical Teach 2016;13:1-3.
Teaching with Technology
Teaching with Technology
Teaching with Technology handout by Caren Stalburg
Twelve tips for using social media as a medical educator. Kind T, Patel PD, et al. Med Teach 2014;36:284-90.
Research based principles for designing multimedia instruction. Mayer RE. In: Applying Science of Learning in Education. Benassi VA, Overson CE, Hakala CM (eds) 2014
Twelve tips for effective online discussions in continuing medical education. Sandars J. Med Teach 2006;28(7):591-93.
Twelve tips for using blogs and wikis in medical education. Med Teach 2006;28(8):680-82.
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