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Teaching Skills |
The following sites may offer useful materials for RMC faculty seeking to develop or to enhance their teaching skills.The AAHE Teaching Initiatives seeks to help campuses improve teaching and learning by creating a culture in which teaching and learning are the subject of serious discussion, debate and inquiry among faculty and others committed to educational improvement. Their projects include: developing tools and processes that can prompt greater attention to teaching and learning; promoting a view of teaching as significant scholarly work; and establishing networks for faculty and others committed to better teaching and learningAAMC Curriculum Management Information Tool (CurrMIT)
CurrMIT contains curriculum information from medical schools throughout the U.S. and Canada. CurrMIT allows each medical school to better understand and administer its own curriculum, as well as learn from curricula at other institutions. This database requires a log-in and password for access. Rush Medical College faculty who are interested in exploring CurrMIT should request a password from Dr. David Barnett [(312) 942-5184] in the Office of Medical Student Programs.This page offers a variety of fifteen short pieces to help faculty enhance their teaching skills. They include thoughts on practice, questioning, videotaping, "priming learners" and more.A Dozen Classic Teaching Tips - Vanguard University of Southern California
Compiled by Robert Harris in 1991, these twelve tips provide a concise overview of some of the mechanics and strategies of good teaching.Berkeley Compendium of Suggestions for Teaching with Excellence
The ideas in the twenty-five sections of the Compendium have been expanded and incorporated into a book, Tools for Teaching, published by Jossey-Bass. The suggestions cover most aspects of classroom teaching. The Web site notes that some of the material dates from 1983 but many of the ideas presented are still relevant.Best Evidence Medical Education
This group works to disseminate information which allows medical teachers, institutions and all concerned with medical education to make decisions on the basis of the best evidence available. The group also facilitates production of appropriate systematic reviews of medical education which reflect the best evidence available and meet the needs of the user, and promotes the creation of a culture of best evidence medical education amongst individual teachers, institutions and national bodies. A bibliography on best evidence medical education is also available on the site.Center for Instructional Support: Support Site for Educators in the Health Professions
This site presents information and resources for helping educators in all the health professions enhance their instructional, leadership/management, and research skills, with additional resources that can help them with career development. This site is presented by the University of Colorado Health Sciences Center.Constructing Written Test Questions for the Basic and Clinical Sciences (3rd edition)
This is a free 181-page book from NBME available to download (requires Acrobat Reader).Copyright Free Images or Fair-Use Images (compiled at by the Library at Rush University Medical Center)
DeLiberations on Teaching and Learning in Higher Education
Established in 1995, Deliberations is an international Web site on issues of learning and teaching for the higher education community. It was set up with funding from the eLib (Electronic Libraries) Programme with staff and project management initially divided between London Guildhall and Kingston Universities. Deliberations acts as a resource for academic staff supporting learning and teaching in higher education around the world. Material is arranged under the headings of "generic" and "subject-specific" learning and teaching issues, and "other" educational matters. The site is being reorganized as of 12/04.Educasuse is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. Their section on teaching and learning often has interesting submissions and blog entries.In this AAMC report, Dr. Thomas Inui presents an exceptional, scholarly analysis of the topic of professionalism, particularly as it is applied to the teaching and practice of medicine. Dr. Inui's analysis is derived not simply from what he learned during time spent at the AAMC, but is informed by his own professional life experiences. He sets forth recommendations that deserve careful reading by anyone involved in academic medicine, particularly by those interested in embedding professionalism in medical education.
The Society for Academic Continuing Medical Education has compiled a set of tools for Literature Searching, Medical and Health Information, Research and CE Provision. They also have a listing of recent journal and newspaper articles related to teaching that may be of interest.This listing of teaching tips covers sixteen different areas, including How People Learn, Difficult Behaviors, Using Questions Effectively, and Preparing a Course Syllabus. In addition, the site offers icebreakers. While not specifically designed for medical educators, the tips on this site can prove useful in teaching both basic science and clinical concepts.U. of Miami School of Medicine, Dept. of Medical Education, Educational Development Office
This site contains excellent grand rounds by leading faculty developers using streaming video. Topics include: Learning theory applied to teaching; effective use of simulation in medical education and assessment; teaching, learning and educational portfolios; learning from diagnostic errors, and enhancing effectiveness of basic science educators. Requires the free Real Player be installed on your computer to view these presentations. In addition, the site offers Presentation Guidelines by Izzy Armenteros, the production manager at the Distance Learning Center, the University of Miami School of Medicine (a PowerPoint presentation aimed at helping teachers design and present effective media presentations). This instructional video provides many useful suggestions to enhance the effectiveness of your presentation and to help you avoid common pitfalls. His suggestions are aimed at both live presentations and archival or distance education. (NOTE: This presentation requires the free Flash plug-in be installed in your browser.)University of Oregon Teaching Effectiveness Program Resources
This site provides a wide range and variety of valuable resources for instructors, including general classroom resources and assessment techniques, as well as Web resources focusing on diversity and inclusive classrooms.
Bedside teaching (University of Medicine and Dentistry of New Jersey)This site offers an annotated list of seven other sites which discuss bedside teaching.Created by the the University of Colorado Health Sciences Center's Center for Instructional Support, this section of their extensive Support Site for Educators in the Health Professions covers four aspects of clinical teaching: 1) Assessing the Effectiveness of a Learning Plan; 2) Characteristics of Effective Clinical Teachers; 3) Providing Constructive Feedback; and 4) Questions to Ask About a Precepting Assignment. These are provided in the form of self-checklists for educators to assess their own work and preparation.Expert Preceptor Interactive Curriculum (EPIC)
This site offers ten online learning modules developed in 1998: Setting the stage; effective teaching in community practice; evaluating performance and giving feedback; teamwork in health care; information technology; evidence-based case; clinician-patient relationships; managed care; health promotion; and working with the community. NOTE: You must register to take this series (it's free!)This Microsoft Word document is offered by the Southern New Hampshire AHEC & Dartmouth-Hitchcock Medical Center. It aims to provide training on feedback to individuals who teach health professions students, particularly clinicians who teach students in a community setting which includes, but is not limited to, hospitals, home care setting and medical offices. It should be of particular use to Rush faculty who serve as preceptors to students on an ambulatory rotation. This document focuses on these four aspects of giving feedback: characteristics of feedback, barriers to giving more feedback, approaches to giving effective feedback, and how to incorporate feedback into a busy office setting. Much of the general information on feedback, however, would be useful to clinicians working in any setting.MAHEC Preceptor Development Program
The mission of this site is to provide preceptor development and CME for community preceptors, to create an arena for exchange of ideas and experiences, and to disseminate information and program materials to persons involved with the development of such programs. The site offers seven sessions designed to help preceptors meet challenges of teaching and evaluating students in community settings. Lessons include topics such as setting expectations, giving feedback and "one minute" precepting skills, as well as insight into teaching style preferences and methods to address difficult situations. These materials are available in a variety of formats in these sessions.New Hampshire Area Health Information Centre
This online CE course is designed to help community preceptors better learn how to manage their practice while still offering effective teaching to medical students.Neuro-ophthalmology virtual education library (NOVEL)
This collaborative project between the North American Neuro-ophthalmology Association (NANOS) and the Spencer S. Eccles Health Sciences Library has developed a digital library of clinical multimedia materials for neuro-ophthalmology. It offers free Web access to five neuro-ophthalmology collections which contain over 1300 items including digitized slides, audio lectures and patient videos. Each collection contains classic findings and unique observations gleaned from numerous neuro-ophthalmologic examinations. Users may download or link to these materials for use in presentations, lectures, clinical research, and other educational endeavors. Each collection is displayed within the framework of a customized Web site, designed to meet the individual specifications of the author/contributor. Users can obtain images by simply right clicking on a JPEG image or high resolution TIF file and saving the image file to their hard drive. Several choices exist for obtaining video, including options for downloading the QuickTime video format or streaming Real Media video files over the Internet.The One-Minute Preceptor: Five Microskills for One-on-One Teaching
This online module is designed to teach you to: List the Steps of the One-Minute Preceptor model of clinical teaching; explain how each step fosters effective and efficient teaching; demonstrate understanding of the One-Minute Preceptor on a sample student presentation; and how to integrate the One-Minute Preceptor model into your clinical teaching.
Dr. Susan Vanderberg-Dent, associate dean of Graduate Medical Education at Rush, has prepared a two page handout which gives six general pointers to facilitate education efforts by residents. She also includes several detailed suggestions for skills and interventions to enhance a resident's teaching.
Strategies in clinical teaching
This community-based faculty development Web site is provided by the University of Kansas-School of Medicine - Wichita Department of Internal Medicine. This teaching site is composed of mini-teaching modules, designed to give quick facts about teaching issues. The modules available are: Community-Based Teaching Benefits; Strategies for Teaching in a Busy Practice; Precepting Microskills; Observation & Feedback; Bedside Teaching; Evidence-Based Medicine; Teaching Evidence-Based Medicine; and The Ten Minute Talk.Teaching in Your Office: A Guide to Instructing Medical Students and Residents (American College of Physicians & the American Society of Internal Medicine)
This online book is a comprehensive resource for physicians interested in improving their techniques in office-based teaching while maintaining the efficiency of their practice. [This guide can be downloaded to PDAs.]WWAMI Clinical Teaching Handbook
Created for teachers of family medicine at Western Washington, this handbook offers valuable guidance for faculty and residents teaching family medicine at other sites, as well as some suggestions which could be used in teaching any clinical specialty. The suggestions for working with early third year students may prove particularly valuable.
Critical Thinking Across the Curriculum ProjectDeveloped by Barbara Fowler, this site describes how Bloom's Taxonomy divides the way people learn into three domains. One of these is the cognitive domain which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.I.O.W.A. (Instructional Objective Writing Assistant)
This site, and the knowledge-based system that is embedded in it, is intended to help instructors write better educational objectives. The Assistant can help an instructor write better objectives by pointing out what levels of cognition should be focused on in the objectives.
Assessment of Professionalism Annotated BibliographyThis 43-page annotated bibliography was prepared in June 2004 by the AAMC's Undergraduate Medical Education (UGME) Section and covers over 70 publications relating to the assessment of professionalism.Behaviors of Professionalism (NBME's Center for Innovation)
The National Board of Medical Examiners (NBME) is responding to a broad and growing demand for assessment of the fundamentals of professionalism. Building on recommendations from the invitational conference, the plan is to undertake pilot projects that would focus on behaviors and evaluate assessment approaches independent of the licensing exam sequence.
AAMC-STATA one-way list, providing weekly news from the Association of American Medical Colleges. To subscribe, just send an e-mail to <majordomo@aamcinfo.aamc.org>, typing "subscribe aamcstat" in the body of the message. (You may leave the Subject field blank. Alternatively, subscriptions may be requested at the AAMC-STAT Web siteDR-ED: An Electronic Discussion Group for Medical Educators -
DR-ED is a national listserv system (under the sponsorship of Michigan State's Office of Medical Education Research and Development) as a means of information and resource sharing for medical education. It is designed to promote discussion and problem solving of issues related to medical education; to facilitate networking among colleagues who share common interests or expertise related to medical education; and to provide an electronic forum for disseminating information about resources related to medical education development and research interests. This list is open to anyone involved in medical education. To join the list, send an e-mail message to listserv@list.msu.edu
Leave the subject line blank, and in the body of the message type:
SUBSCRIBE DR-ED firstname lastnameReplace firstname lastname with your own first and last names.
You will receive an automated response confirming your subscription.Archives of this list are available for review. They can also be searched if you wish to see if postings on a particular topic have been discussed in the past.
Med-Ed
AAMC created a list to facilitate communication among developers and users of software for medical education - undergraduate, graduate and continuing medical education. This list is intended to serve as a vehicle for exchange of ideas concerning the development and use of courseware, authoring tools and other infrastructure/technical needs, as well as for considerations of criteria and methods for evaluation. Discussions about integrating both commercial and faculty-authored materials into the medical school curriculum are encouraged. To subscribe, send an email message to majordomo@aamcinfo.aamc.org with the following message: subscribe med-ed . You may leave the subject field blank.Archives are available. To get the archived list of topics covered, send the following message to majordomo@aamcinfo.aamc.org: get med-ed TOPICS
This will give you a list of topics covered in the Med-ed list.
If you see one you like, send the following message to majordomo@aamcinfo.aamc.org: get med-ed med-ed.###
(where ### is the number specified in the topics list for that topic)
This page compiled by Dr. David Barnett, Office of Medical Student Programs, Rush Medical College of Rush University, Chicago, IL 60612.