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Workshops

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 of student learning in comparison to traditional lecture.  But active learning doesn’t always work as well as instructors expect.  This workshop models active-learning approaches to build efficacy in the implementation of active learning by framing the activities within concepts of learning theory and instructional design.

Next Available Class:  To Be Announced

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Workshop participants will learn how to construct multiple-choice questions that avoid common pitfalls 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 encouraged to bring their own examples to work with during the workshop.

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Next Available Class: To Be Announced

Active-learning proponents point to oft-cited research reporting enhanced learning gains. However, one need not look far to find published examples and colleague anecdotes of active-learning experiences that failed to generate such gains. Despite the best intentions of the teacher’s design, the learner (not the teacher) must do the learning.

Creating learning activities does not assure better learning than listening to a lecture; “active learning” covers a broad spectrum of variably structured activities that are not equally capable of achieving learning outcomes or engaging learner participation. The interactive-constructive-active-passive (ICAP) framework provides an assessable guide to overt learner behaviors that should inform active-learning design.

ICAP is combined with self-determination theory (SDT) to trigger learners’ autonomous motivation to undertake those behaviors.

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Next Available Class: Next Available Class:  To Be Announced

During this workshop participants will engage in an interactive discussion of the evidence-based principles 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 case as 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 the face to face sessions, and how to assess student mastery of the course learning objectives. 

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“Flipping” the classroom refers, in general, to a course design whereby learners engage with content prior to class time and deepen learning and understanding through cooperative, interactive engagement with problems, cases, etc. during class time. As a research-based pedagogical model, flipping does not mean, as many people misunderstand, placing videolectures online and doing homework in class. Workshop participants will understand what flipping means as a course-design model, the evidence for why it is beneficial for learning, and will be introduced to various implementation approaches that utilize available technology resources.  Follow-up consultations will be available to assist participants with piloting or full-scale implementation of flipping in their courses.

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Next Available Class:  To Be Announced

“Flipping” the classroom refers, in general, to a course design whereby learners engage with content prior to class time and deepen learning and understanding through cooperative, interactive engagement with problems, cases, etc. during class time. As a research-based pedagogical model, flipping does not mean, as many people misunderstand, placing video lectures online and doing homework in class.  Workshop participants will understand what flipping means as a course-design model, the evidence for why it is beneficial for learning, and will be introduced to various implementation approaches that utilize available technology resources.  The workshop is also flipped, with the expectation of completing a pre-workshop assignment.  Follow-up consultations will be available to assist participants with piloting or full-scale implementation of flipping in their courses.


Next Available Class: Wednesday, November 7, 2018 – 1:30p - 4:00p;
Deadline to register: October 24, 2018

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 and productive learning experience. Participants will engage in their own small groups, facilitated by the leaders to develop or improve competence and confidence to design small-group-learning opportunities in classrooms of any size – including lecture halls - that incorporate research-informed practices at the boundary 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 instructional strategies. Advice on creating and maintaining learning teams will be provided and discussed.

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Next Available Class:  To Be Announced

Participants in this interactive case-based workshop, will engage with a variety of strategies for teaching in an outpatient setting.  This workshop will be semi-self-guided exploration of techniques for planned and impromptu teaching opportunities.  During two, separate hour-long discussions, participants will be invited to discuss teaching strategies that they already use, followed by brief discussions of the specific teaching topics listed above.  During these discussions, participants will apply these skills in triads on real life case scenarios.  Larger group discussions will follow the small-group activities.

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Available Classes: 


Monday, October 15, 2018 – 1:30 – 4:30 p.m.

Deadline to register: October 1, 2018

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:  To Be Announced

Have you ever heard the statement, “Death by PowerPoint”?  Did you know that there is a research basis for designing PowerPoint slides to enhance audience learning rather than being subjected to volleys of bullet points and ineffective graphics?  Did you know that a well-constructed PowerPoint presentation can trigger opportunities for the audience members to interact with each other and with you in order to improve learning?  This workshop promises to give you concrete strategies and models for redesigning your PowerPoint lectures in order to better engage learning in your classroom.  You are encouraged to bring a laptop so that you can apply the concepts of the workshop to build a short presentation by yourself, with a partner, or in a small team using a provided prompt.  Participants will also experience an approach for bringing structured learner interaction into the classroom to partly substitute for lecture presentation.  The workshop outcomes focus on modifying your existing lectures to stimulate even greater learning; you will be able to: (a) develop presentation slides that are consistent with research on learning from visual media, and (b) integrate student interactivity into your PowerPoint lecture.

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Next Available Class:  To Be Announced

Have you ever heard the statement, “Death by PowerPoint”?  Did you know that there is a research basis for designing PowerPoint slides to enhance audience learning rather than being subjected to volleys of bullet points and ineffective graphics?  Did you know that a well-constructed presentation can trigger opportunities for the audience members to interact with each other and with you in order to improve learning?  This workshop promises to give you concrete strategies and models for redesigning your lectures in order to better engage learning in your classroom. Participants must complete a self-paced online assignment (1-1.5 hour) prior to attending the workshop, which will include application of the online learning.


Next Available Class: Tuesday, October 30 – 9:00a - 11:00a;
Deadline to register: October 16, 2018

When educators understand why and how learning occurs, they are able to modify their approach to take advantage of evidence-based principles of learning and memory.  This workshop bridges research and teaching practices so that teachers successfully design durable learning experiences that apply to their content, their learners, and the locations where they teach.

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Next Available Class:  To Be Announced

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 didactic session on feedback. Participants will learn about the concept of feedback, the components that 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.

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Next Available Class:  To Be Announced

This feedback workshop aims to improve the ability for health-science educators from all disciplines to administer effective feedback that transforms their learners. Participants will experience a hybrid learning approach (about 45 minutes of online study to be completed prior to attending a live session) and various interactive learning techniques that combine for a unique opportunity to learn about processes for feedback, cutting edge techniques in delivering feedback, and practical skills for use in day-to-day practice. Participants learn with colleagues from across the HSC. After this workshop the attendees will be able to describe the five best practices of feedback and deliver feedback using an evidence-based approach.

Next Available Class:  Tuesday, September 11, 2018 – 1:30 p.m. – 3:30 p.m.; Deadline to register:  August 28, 2018

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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.

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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.

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Next Available Class:  To Be Announced

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.

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Next Available Class: Tuesday, November 27, 2018 – 12 – 1 p.m.; Deadline to register:  November 27, 2018”

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.

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Next Available Class:  To Be Announced

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.

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Next Available Class: December workshop canceled

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

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How do you recognize and intervene with students who are not performing as expected early in their education?  In this session you will explore and develop rubrics for evaluating student progress that are based on entrustable professional activities (EPA). Then we will explore how such a rubric becomes a basis for providing feedback to learners and to engage them in self-reflection on their progress and gaps to fill.


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Next Available Class: Tuesday, October 9, 2018 – 12 – 1:30 p.m.
Deadline to register: October 9, 2018

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.

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Next Available Class: Wednesday, September 19, 2018 – 12 – 1:30 p.m.
Deadline to register: September 19, 2018

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.

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Next Available Class: Wednesday, September 26, 2018 – 12 – 1 p.m.
Deadline to register: September 26, 2018

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.

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Next Available Class:  To Be Announced

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.

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Next Available Class:  Wednesday, November 14, 2018 – 12 – 1:30 p.m.
Deadline to register:  November 14, 2018

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.

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Next Available Class:  To Be Announced

e-Learning for Medical Educators (eLME) provides self-paced learning modules that are available for CME credit. These modules are delivered on the Moodle platform, which requires an individual account. If you do not have a HSC Moodle account, instructions for creating one are available here.

This self-paced, online module provides evidence-based approaches to efficiently integrating learners into your clinic, including demonstration of 6 strategies known to enhance medical student learning while minimizing impact on your delivery of care. Registrants should expect to spend about 2.5 hours to complete the entire module. The module can be completed in parts over any period of time.

To get an idea of how the online course works, watch this short video.

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Clinicians who serve as educators are required to evaluate the competency of learners and to provide them with feedback that improves their performance; this self-paced, online module provides the background and tools to accomplish both roles. Registrants should expect to spend about 1.5 – 2.0 hours to complete the entire module. The module can be completed in parts over any period of time. 

To get an idea of how the online course works, watch this short video.

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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 hsc-omed@salud.unm.edu.

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 current SEAC funding cycle Call for Proposals period.

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  1. Next Available Class: Tuesday, April 3, 2018, 1:30-2:30 pm
    Deadline to register: April 3, 2018
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  2. Next Available Class: Monday, April 9, 2018, 9:00-10:00 am
    Deadline to register: April 9, 2018
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An unscripted discussion of questions and proposal ideas brought by participants seeking to submit a grant proposal during the SEAC Call for Proposals period. Participants are encouraged to attend one of the SEAC Proposal Preparation Workshops before attending an assistance session.

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  1. Next Available Class: Tuesday, May 15, 2018, 3:00-4:00 pm
    Deadline to register: May 15, 2018
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  2. Next Available Class: Wednesday, May 23, 2018; 12:00-1:00 pm
    Deadline to register: May 23, 2018
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An extended learning institute, typically about 16 hours long scheduled on two consecutive days.

Residents as Educators