All events may not be currently offered.
An interactive work session with a duration of 2-4 hours (in one time block) that intends to empower participants to implement new teaching practices. Commonly eligible for CME credit.
Research clearly demonstrates the power of active learning pedagogy to improve measures ofstudent learning in comparison to traditional lecture. But active learning doesn’t always work aswell as instructors expect. This workshop models active-learning approaches to build efficacy inthe implementation of active learning by framing the activities within concepts of learning theoryand instructional design.
Workshop participants will learn how to construct multiple-choice questions that avoid commonpitfalls that unintentionally mislead learners or fail to assess meaningful learning. Use of test-item analyses to evaluate the reliability of multiple-choice tests will also be explained.Participants will discuss and evaluate example questions and test-item data, and are encouragedto bring their own examples to work with during the workshop.
During this workshop participants will engage in an interactive discussion of the evidence-basedprinciples of clinical reasoning, how these principles can be taught to novice medical students,and the major elements of facilitating a small-group discussion of clinical reasoning using a caseas a construct to enhance learning. Participants will also learn the logistics behind the ThinkSpace platform (the online tool used to acquire student responses), how to facilitate theface to face sessions, and how to assess student mastery of the course learning objectives.
“Flipping” the classroom refers, in general, to a course design whereby learners engage withcontent prior to class time and deepen learning and understanding through cooperative,interactive engagement with problems, cases, etc. during class time. As a research-basedpedagogical model, flipping does not mean, as many people misunderstand, placing videolectures online and doing homework in class. Workshop participants will understand whatflipping means as a course-design model, the evidence for why it is beneficial for learning, andwill be introduced to various implementation approaches that utilize available technologyresources. Follow-up consultations will be available to assist participants with piloting or full-scale implementation of flipping in their courses.
This workshop is designed to enhance participants' ability to create significant learning experiences – learning that promotes the ability to retrieve information after a period of disuse and apply it to new questions and problems. Participants will explore and design such experiences within a framework of evidence-based and research-informed learning principles.
Next Available Class: Tuesday, Sept. 12, 2017 – 1:30 pm to 4:30 pm; Deadline to register: August 29, 2017
The research is clear: Students learn more when they interact with peers to co-construct knowledge.But… it is equally clear that requiring students to work together does not guarantee an effective andproductive learning experience. Participants will engage in their own small groups, facilitated by theleaders to develop or improve competence and confidence to design small-group-learning opportunitiesin classrooms of any size – including lecture halls - that incorporate research-informed practices at theboundary of learning science and social dynamics. Team-based learning (TBL) and problem-based learning (PBL) will be outlined along with less formalized and easy-to-implement instructionalstrategies. Advice on creating and maintaining learning teams will be provided and discussed.
Next Available Class: August 22, 2017 – 1:30 pm to 4:30 pm
Deadline to register: August 8, 2017
During this interactive case-based workshop engages a variety of topics centered on teaching when time is limited. Participants will work in teams to address cases in teaching when time is limited with the caveat of common learner dilemmas (e.g., the ‘disinterested learner’) embedded within the cases. Participants will engage in 3 cases related to the inpatient, outpatient and surgical environment, with a fourth case focused on an area of their choosing. Each case will include discussion in groups addressing the dilemma, followed by large group discussion, and then demonstration/discussion of specific teaching techniques.
Next Available Class: Tuesday, Oct. 3, 2017 – 1:30 pm to 4:30 pm
Deadline to register: Sept. 19, 2017
Have you ever heard the statement, “Death by PowerPoint”? Did you know that there is aresearch basis for designing PowerPoint slides to enhance audience learning rather than beingsubjected to volleys of bullet points and ineffective graphics? Did you know that a well-constructed PowerPoint presentation can trigger opportunities for the audience members tointeract with each other and with you in order to improve learning? This workshop promises togive you concrete strategies and models for redesigning your PowerPoint lectures in order tobetter engage learning in your classroom.
Next Available Class: Wednesday, Sept. 20, 2017 – 9 am to 12 pm
Deadline to register: Sept. 6, 2017
Feedback is a multi-faceted concept which also includes evaluation and coaching (to name two).During the course of this workshop participants can expect to engage in an interactive didacticsession on feedback. Participants will learn about the concept of feedback, the componentswhich make it effective, as well as methods of delivering feedback in an effective manner. Concepts learned can be applied to all levels of learners as well as colleagues.
Do you want the inside scoop on how to get your education-research manuscript published and how to navigate the review process successfully? Join David Sklar, MD, Editor-in-Chief of Academic Medicine, to learn the criteria that reviewers use to evaluate scholarly work and apply these criteria to planning and assessing your research project. Attendees will review papers and will be encouraged to establish peer collaborations in the writing and/or reviewing of manuscripts.
A short, typically 1-hour informational session commonly in didactic format that focuses on introducing a teaching concept, a pedagogical method, or a technology tool.
Learning objectives are the foundation for designing courses, curricula, and assessments. Generally constructed as lists, faculty may find it difficult to (1) evaluate the appropriateness of objectives, (2) recognize how objectives can be integrated across courses in a curriculum, (3) design courses in order to scaffold and integrate objectives across class sessions, and (4) plan instruction and assessment to assure mastery of learning objectives.
Do you commonly complain that students do not complete pre-class reading assignments? This discussion-oriented session will explore the reasons why students do not pursue expected reading assignments along with tested approaches for engaging students in this reading, all within the context of why reading is assigned and what instructors expect students to learn from the reading. Participants will leave with strategies that they can immediately implement in their teaching.
This interactive and fast-paced workshop will offer participants the chance to identify why some conference posters work to engage their audience and others do not. By the end of the session, participants will be able to describe best practices of conference poster design, compare and contrast successful and unsuccessful posters, and identify available templates for designing posters.
Next Available Class: Tuesday, Nov. 14, 2017 – 12 pm to 1 pm
Deadline to register: Nov. 14, 2017
POSET is a process for obtaining formative peer feedback on teaching and for two colleagues to learn about teaching through conversation about an observed teaching experience. The nature of the observed teaching and learning session and all feedback and conversations between the observer and observee are confidential; only participation and input on participants’ experience with the POSET process are reported to OMED.
Next Available Class: Wednesday, Nov. 8, 2017 – 12 pm to 1:30 pm
Deadline to register: Nov. 8, 2017
This mini-workshop introduces classroom response systems, “clickers,” and illustrates the well-documented instructional methods that add learning value to classes. See how to engage students to discuss what they are learning even (especially!) in large group settings. Research shows that effective teaching with classroom response systems improves student learning, increases attendance, and improves student attitudes toward the course.
This program will provide practical information for faculty members preparing to write letters of recommendation for medical students applying for internship. The facilitators will share medical and surgical perspectives on this topic based on AAMC reports and departmental feedback. LOR writers and reviewers of all experience levels are welcomed to add to the discussion!
Do you know that there is research on the slide-design practices that actually enhance learning? Do you know that only a small fraction of PowerPoint presentations in educational and conference settings follow these practices? Learn the approach in this short interactive session and cultivate learning in your future presentations.
Next Available Class: Tuesday, Sept. 26, 2017 – 12 pm to 1 pm
Deadline to register: Sept. 26, 2017
Designing learning opportunities, whether a single class session, course/rotation, or a longitudinal curriculum, can seem intimidating. However, by applying a few research-based instructional design principles, teachers can increase the likelihood of creating a learning experience that is meaningful, memorable, motivating, and measurable. Attendees are encouraged to use this brief introduction as a springboard with opportunities for follow-up consultations
Are you curious to “get under the hood” and develop deeper understanding about how your learners learn? Do you want to develop a new teaching approach and wonder how to research its impact on your learners, your teaching, or patient care? Does education research seem foreign in comparison to science and clinical research with which you are more familiar? Bring whatever questions you have to this conversational session that will help you frame your next step to use scholarship to enhance your educator role.
Student resistance to group work (cooperative/collaborative learning, team-based learning, etc.) is well known. This interactive session emphasizes classroom-tested strategies that employ a learner-centered approach to obtaining student acceptance of their active-learning responsibilities by focusing attention to (a) what they intrinsically value for their education and (b) their prior concrete learning experiences. Session attendees will experience selections from a provided library of active and reflective learning exercises to use with students.
Most people are familiar with searching PubMed and Google for clinical topics. Searching the education literature presents a host of new challenges, from choices of databases to terminology. Learn how to search the education literature in this interactive workshop. Workshop participants will receive feedback on refining their question, learn how to develop efficient search strategies and discover resources to help develop or improve a curriculum.
If you teach with clickers (or other audience response systems) and are not using peer instruction, then your learners are missing out on the single, evidence-based instructional strategy for generating learning with clickers. In this session, you will experience peer instruction, see evidence for its impact on learning, understand the importance of following a specific recipe for implementing peer instruction, and begin writing questions appropriate for peer instruction in your courses. If you already have clicker questions that you use in your teaching, bring some of them with you.
Next Available Class: Thursday, Sept. 7, 2017 – 1 to 2 pm
Deadline to register: Sept. 7, 2017
Giving and receiving feedback is a necessary skill for all medical educators. Unfortunately, we often receive little training on best practices of giving and receiving feedback. During this session, attendees will be exposed to evidence based practices of giving feedback including the model known as Feedback with Good Judgement. This session is designed to focus on participants’ unique challenges in giving and receiving feedback.
Next Available Class: Wednesday, Aug. 2, 2017 – 12 to 1 pm
Deadline to register: Aug. 2, 2017
Team-based learning (TBL) is a formalized, best-practice instructional strategy that is particularly well-suited for learning with cases and is widely used in medical, nursing, pharmacy, and health-professions programs around the world. In this event, participants will learn the specific instructional recipe for TBL by participating in a TBL session. Please pre-register so that you receive pre-event materials.
Next Available Class: Tuesday, Aug. 29, 2017 – 12 to 1:30 pm
Deadline to register: Aug. 29, 2017
Scheduled time for educators to meet individually or in small-groups with a facilitator/expert to further understand implementation of pedagogies or technologies introduced at workshops, institutes, or Learn @ Lunch. These events typically lack an agenda and are facilitated in an “open lab” format, sometimes with multiple facilitators.
For more information or to schedule a drop-in session contact us at firstname.lastname@example.org.
An interactive session where attendees participate in building the components of a grant proposal around a pre-determined topic, with the intention of submission of a final proposal during the 2017 SEAC funding cycle Call for Proposals period.
An unscripted discussion of questions and proposal ideas brought by participants seeking to submit a grant proposal during the SEAC 2017 Call for Proposals period. Participants are encouraged to attend one of the SEAC Proposal Preparation Workshops before attending an assistance session.
An extended workshop with duration of 6-16 hours, typically (but not always) scheduled on multiple days and commonly (not always) with expectations of individual work by participants between sessions. Commonly eligible for CME credit.