This faculty development program focuses on developing the teaching and assessment skills for faculty involved in classroom teaching.
- Learning Objectives: Before you decide on the content to cover in your course, learning objectives can provide the internal structure to guide learning. Learn how to design learning objectives, so both instructors and students find them useful?
- Effective large group teaching: Making it stick. Learning happens when the audience has to grapple with concepts, apply content to new situations, and put a little skin in the game. This workshop focuses on strategies to use clinical cases, audience response, and active learning to make your material sticky—enabling learners to take it with them out of the conference room and into practice.
- Effective small group teaching: Although often meant to be interactive, 1 teacher and less than 20 students can be an intimidating setting. Learn strategies to engage all learners in discussion and the learning process.
- Interactive Teaching Strategies: Team-based learning, case-based learning, problem-based learning. Why do we have so many bases for learning? Learn techniques to encourage student interaction in your teaching setting.
- Writing Test Questions for Basic and Clinical Sciences: Although we acknowledge the limitations of multiple-choice questions, they remain the most frequent assessment tool in medical school. Learn how to construct high quality questions that assess a broad range of skills.
Participation in the faculty development program is by an application process. We invite faculty of all specialties and academic rank to apply. Applicants must commit to completing the entire faculty development series, including attendance and participation at group sessions. This will likely require additional time and energy beyond your current role; however, participants will reap long-term benefits from having a vibrant community of support.
Applications should include:
- Brief statement describing your educational philosophy in the context of your teaching environment
- Focused teaching portfolio containing:
- Description of current roles in formal teaching activities (didactics, small group leader, course director, etc)
- History of prior faculty development activities locally or nationally (courses or workshops)
- Teaching evaluations from the current or prior academic year (students and/or housestaff)
- Letter of support from your Department Chair or Division Chief delineating how program participation aligns with your career development and role within the department/division
Applications for this program will begin later this year.
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