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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, Quillen College of Medicine, East Tennessee State University

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, Quillen College of Medicine, East Tennessee State University

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

Learning 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, Quillen College of Medicine, East Tennessee State University

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, Quillen College of Medicine, East Tennessee State University

Kara Boynewicz PT, DPT, PCS, ATC
Assistant Professor of Physical Therapy, Quillen College of Medicine, East Tennessee State University

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

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

Resource Audio/Visual

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

  • What is active learning?
  • What is the value of active learning?
  • What are some ways we can use active learning to improve student performance and satisfaction?
  • 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, , East Tennessee State University

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

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, East Tennessee State University

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, Department of Biochemistry, Vanderbilt University School of Medicine

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

Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions - K. Ramsey McGowen, PhD (10/24/2018)

K. Ramsey McGowen, PhD
Associate Dean for Curriculum, Office of Academic Affairs, Quillen College of Medicine, East Tennessee State University

Resource Audio/Visual

  • Nudging Students Toward Professionalism: Applying a Professional Identity Development Model to Faculty-Student Interactions (October 24, 2018) (YouTube recording will be linked here)

Learning Objectives

  • Define professional identity formation
  • Describe stages in the maturation of professional identity
  • Identify student and environmental factors that affect how students develop a professional identity
  • Practice applying techniques to nudge students toward more mature professional identities

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

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

Resource Audio/Visual

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

Alison Barton, PhD
Associate Professor, Department of Educational Foundations & Special Education, East Tennessee State University

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. 

(Except for the "Additional Documents" section, these documents can also be located through the above link at Tufts University.  All items were under their online pages with a copywrite of 2016 as of 9/27/2018.)

Additional Documents

University of Alabama

University of Alabama School of Medicine

(The following document can also be located through the UAB School of Medicine as of 9/28/2018.)

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.

(These documents can also be located through the above link at the University of California San Francisco. All items were under their online page under "Pearls on Educational Principles" with copywrites between 2014-2018 and noted copywrite as "2018 The Regents of the University of California" as of 9/28/2018.)

Learning Theories

What does the research say?

Videos

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

 

Professional and Classroom Development

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Last Update:  10/10/2018

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