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Academic and Faculty Affairs

Quillen College of Medicine

 

 

Faculty Development Resources Index

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QCOM Faculty Development Presentations 2017-2018

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Assessment and Feedback for Medical Trainees - Stephen A. Geraci, MD (12/11/2017)

Stephen A. Geraci, MD, Professor
Departments of Internal Medicine/Cardiology and Medical Education

Resource Audio/Visual

Choosing Projects for Career Advancement:  A Return-on-Investment Approach - Stephen A.  Geraci, MD (08/27/2018)

Stephen A. Geraci, MD, Professor
Departments of Internal Medicine/Cardiology and Medical Education

Resource Audio/Visual

Learning Objectives

  • Identify factors to consider when deciding which faculty opportunities and responsibilities to accept.
  • Explain the factors that determine costs and benefits of projects for career development in different situations.
  • Describe a strategy for choosing high value projects that provide meaningful return on investment in terms of career development.

Developments in Medical Education and Curricula:  Lessons and Future Directions - Bobby Miller, MD, FAAP (06/12/2018)

Bobby Miller, MD, FAAP, Vice Dean of Medical Education, Professor of Pediatrics
Marshall University, John C. Edwards School of Medicine

Resource Audio/Visual

Objectives

  • LCME Findings / University Response

Enhancing Learning by Assessing Process Skills Observed Through Student Interactions - Patrick Brown, PhD (01/10/2018)

Patrick Brown, PhD, Associate Professor, College of Public Health, Health Sciences

Resource Audio/Visual

Evidence-Based Approach to Teaching Using a Flipped Classroom Model - Craig Wassinger PT, PhD; Kara Boynewicz PT, DPT, PCS, ATC (04-10-2018)

Craig Wassinger PT, PhD, Associate Professor of Physical Therapy

Kara Boynewicz PT, DPT, PCS, ATC, Assistant Professor of Physical Therapy

Resource Audio/Visual

Learning Objectives - At the completion of this educational session participants will:

  • Determine course topics that are well suited to be taught using a flipped classroom model
  • Apply specific strategies to initiate using the flipped classroom model
  • List appropriate outcome measures to assess the effectiveness of a flipped classroom
  • Apply specific strategies to initiate a flipped classroom while avoiding less successful approaches

Evidence-Based Medicine / Fundamental Concepts (MEDU 1312) - Jerry Mullersman, MD, PhD, MPH (10/11/2017)

Jerald Mullersman, MD, PhD, MPH
Professor
Department of Pathology
Quillen College of Medicine
East Tennessee State University
Johnson City, TN

Resource Audio/Visual

Evidence-Based Science Education - David Johnson, PhD
(03/13/2018)

David Johnson, PhD
Professor, Biomedical Sciences (Biochemistry & Molecular Biology)
Quillen College of Medicine
East Tennessee State University
Johnson City, TN

Resource Audio/Visual

Objectives

  • At the conclusion of this presentation, participants will be able to identify the characteristics of active learning and discuss the following  questions:

1. What is active learning?
2. What is the value of active learning?
3. What are some ways we can use active learning to improve student performance and satisfaction?
4. With so many online resources what is the role of faculty?

Other Information

  • The presentation incorporates information and findings reported in:   Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014; 111(23); 8410-5

Faculty Recruitment for Diversity and Excellence:  Overcoming Implicit Bias - Antonio Rusinol, PhD and Rachel Walden, MLIS (11/08/2017)

Antonio Rusinol, PhD
Associate Professor, Biomedical Sciences

Rachel R. Walden, MLIS
Associate Dean/Associate Professor, Department of Learning Resources:
Medical Library (Director), Biomedical Communications, Information Technology

Resource Audio/Visual

Health Literacy - Rachel R. Walden, MLIS (08/25/2017)

Rachel R. Walden, MLIS
Associate Dean/Associate Professor, Department of Learning Resources:
Medical Library (Director), Biomedical Communications, Information Technology
Quillen College of Medicine
East Tennessee State University
Johnson City, TN
www.facebook.com/QuillenLibrary
www.twitter.com/qcomlib

Resource Audio/Visual

Resource Links

Integrating Foundational and Clinical Sciences in the Medical Curriculum - Neil Osheroff, PhD (05/22/2018)

Neil Osheroff, PhD
Director, Academy for Excellence in Education and Professor of Biochemistry and Medicine
Vanderbilt University School of Medicine
Department of Biochemistry

Resource Audio/Visual

Learning Objectives

  • Identify the educational concepts related to teaching foundational sciences across the curriculum via an integrated sciences course
  • Describe the integration of foundational and clinical sciences at Vanderbilt School of Medicine
  • Reflect on the relevance of integrated science courses to medical education in general and to Quillen specifically

Promoting Clinical Problem Solving and Reasoning - Mark Ransom, MD and Ken Olive, MD (09/13/2017)

Mark X. Ransom, MD, HCLD
Assistant Professor and Clerkship Director
Department of Obstetrics and Gynecology
Quillen College of Medicine
East Tennessee State University
Johnson City, TN

Kenneth E. Olive, MD, MACP
Executive Associate Dean for Academic and Faculty Affairs
Academic and Faculty Affairs COM
Quillen College of Medicine
East Tennessee State University
Johnson City, TN

Resource Audio/Visual

The Mindful Learner - Alison Barton, PhD (02/27/2018)

Alison Barton, PhD, Associate Professor, Department of Educational Foundations & Special Education

Resource Audio/Visual

Resource Links

Description

  • Do you want students to be truly attentive to your course content?
  • Do you want them to be creative problem-solvers?
  • Do you want them to think more deeply about what they are learning?
  • In this short, highly interactive workshop, Dr. Alison Barton shares the research findings of Dr. Ellen Langer et al., with time for discussion and application of practices that are implied from the research. “Mindful learning,” according to Langer, is a strictly cognitive approach with an emphasis on deliberate focus and attention in the educational setting.  Research-based strategies from this perspective can lead to more effective approaches to teaching and learning, as well as reconsideration of existing myths about how to best promote learning.

 

Faculty Development Resources

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Tufts University | School of Medicine

Tufts University | School of Medicine - Includes the following information:

  • Clinical Teaching_Clinical Teaching PPT Presentation
  • Clinical Teaching_Intern Learning Goals and Strategies
  • Clinical Teaching_Orienting Students to Clerkship
  • Clinical Teaching_Strategies to Overcome Six Common Clinical Teaching Challenges
  • Clinical Teaching_Teaching in the OR-BID Model
  • Clinical Teaching_The One Minute Observation
  • Clinical Teaching_Framework for Practicing Teaching Compassionate Care
  • Evaluation_Principles of Std Clinical Eval
  • Evaluation_Writing Exam Questions for Basic and Clinical Sciences
  • Evaluation_Writing Exam Questions for Basic Sciences
  • Evaluation_Evaluating Stud Clinical Performance PPT
  • Evaluation_MCQs Dos and Donts
  • Feedback_Constructive Feedback Steps
  • Feedback_Effective and Constructive Feedback
  • Peer Review of Teaching_Overview
  • Peer Review of Teaching_Peer Observation
  • Peer Review of Teaching_Observations Feedback Guidelines Handout
  • Peer Review of Teaching_Observations Feedback RIME Forms
  • Research_ Research-Innovations Abstract Writing Guidelines
  • Research_Grant Proposal Writing Tips
  • Research_Guidelines IRB Requirements
  • Scholarly Communication at Tufts_Terms and Concepts
  • Scholarly Communication at Tufts
  • Syllabi_Defining an Effective Course Syllabus
  • Teaching_Delivering and Supporting Effective Presentations
  • Teaching_Knowing the Learners
  • Teaching_Leading Effective Small Groups
  • Teaching_Learning Environment
  • Teaching_Med Stud Perceptions of Effective Small Groups
  • Teaching_Strategies for Small Group Sessions
  • Teaching_Teaching with Cases
  • Teaching_Third-Year Student Roles During Clerkships
  • Teaching_Tips for Planning a Lesson-Educational Experience
  • Teaching_TUSM Guidelines for Effective Lectures
  • Teaching_Writing Objectives
University of California San Francisco

University of California San Francisco - Pearls on Educational Principles - Each subject (below) includes one two-page printed handout prepared by faculty of UCSF (Excellent).  Includes the following information:

Learning Theories

  • Adaptive Expertise
  • Cognitive Apprenticeship
  • Deliberate Practice
  • Self-Directed Learning
  • Situated Learning
  • Social Cognitive Theory
  • Workplace Learning

What does the research say?

  • Do online learning and flipped classrooms have better outcomes than face-to-face, teacher-guided learning?
  • Does self-directed learning produce outcomes equal or superior to face-to-face, teacher-guided learning?
  • Using Feedback to Reinforce Independent Learning
  • Why and how should we teach learners to be self regulated?
  • Why teach foundational concepts rather than facts?

UCSF also provides access to recordings of many of their medical education Grand Rounds series (variable relevance and audio-visual quality)

University of Vermont / The Teaching Academy - Robert Larner, M.D. College of Medicine at The University of Vermont

University of Vermont / The Teaching Academy - Robert Larner, M.D. College of Medicine at The University of Vermont

Faculty Development Resources - Videos - These videos are under 10 minutes each and presented by MD's.  (Faculty Development "on the fly.")  Topics include:

Additional Resources

There are more videos on their YouTube Channel, UVMLarnerMed.

 

Professional and Classroom Development

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Last Update:  09/20/2018

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