Evaluation
The course is evaluated using the following form (depending on which modules were covered) and reviewed in a group discussion.
Course Evaluation
Course Modules
Logistics
• Original course description
• Peer/self-evaluations (same for pre/post-course)
• Wrap-up session
o Handout: Teaching Pearls
o Notes: Teaching Pearls
o Course evaluation
An Introduction to Faculty Development
• Presentation: Faculty Development – What and Why?
• Discussion: Becoming Exceptional Teachers
o Handout: Becoming Exceptional Teachers
o Notes: Becoming Exceptional Teachers
• Reading: Collaborative Teaching adapted from
Westberg J, Jason H. Collaborative clinical education: the foundation of effective health care. New York: Springer-Verlag, 1993.
Clinical Teaching
• Module Summary: Clinical Teaching Modalities
• Handout: Organizational culture
• Assignment: Inpatient/Outpatient Teaching
o Worksheet: Rethinking Rounds
• Discussion summary
o Discussion: Junior doctors ideas for ICU/IPD rounds
o Reading: Tips for Teaching Inpatient Rounds adapted from
Kroenke. “Attending Rounds: Guidelines for Teaching on the Wards” Journal of General Internal Medicine 7, 1992. pp 68-75.
Janicik, et al. “Teaching at the bedside: a new model” Medical Teacher 25(2), 2003. pp127-130.
Ramani. “Twelve tips to improve bedside teaching” Medical Teacher 25(2), 2003. pp112-115.
• Assignment: Policy changes & Presentation
o Discussion: ICU/IPD Rounds – Pulling things together
o Policy guidelines: Teaching Rounds – Proposed Changes
o Notes: Presentation on Changes to Teaching Rounds
o Handout: Teaching Tips for Seniors On-Call
Epidemiology & Research
• Module Summary: Introduction to Research and Research Studies
• Presentation: Introduction to Clinical Research
o Handout: Introduction to Clinical Research
• Presentation: Research Studies: Types, Errors, Ethics (4 presentations)
o Handout: Introduction to Clinical Research (cont) adapted from
Basic Epidemiology, WHO 2006.
• Presentation: Developing a Research Project
o Handout: Developing a Research Project
Feedback & Evaluation
• Module Summary: Feedback and Evaluation in Medicine
• Presentation: The Art of Giving & Receiving Feedback
• Presentation: Communication in Medical Education
o Handout: Feedback in Medical Education
o Notes: Feedback in Medical Education
• Discussion: Evaluations in Medical Education: Written Evaluations, Writing Test Questions
o Notes: Evaluations in Medical Education
• Reading: Rahul, Kalu. “Learning to give feedback in medical education.” The Obstetrician & Gynaecologist (6), 2004. pp243-247.
• Reading: Vickery et al. “Teaching on the run tips 10: giving feedback.” Medical Journal of Australia 183 (5), 2005. pp267-268
Patient Presentations
• Module Summary: Patient Presentations
• Presentation: The Patient Presentation
o Handout: Inpatient Department Patient
• Presentation: Presenting the ICU Patient
o Handout: The ICU Patient Presentation and ICU Template
Teaching through Lectures
• Module Summary: Teaching through Lectures
• Presentation: Organizing and Presenting a Successful Lecture
• Reading: Collins. “Giving a PowerPoint Presentation: The Art of Communicating Effectively.” RadioGraphics 24, 2004. pp1185–1192.
• Assignment: Recorded lectures and feedback sessions
Teaching through Progress Notes
• Module Summary: Progress Notes to Teach
• Presentation: Teaching Through Progress Notes
o Handout: Teaching through Progress Notes
o Notes: Teaching through Progress Notes
Technology and Evidence-Based Medicine
• Module Summary: Technology and Evidence-Based Medicine
• Presentation: EMB & Technology
o Worksheet: Evidence-Based Medicine cases
o Notes: Evidence-Based Medicine cases
• Reading: The Well-Built Clinical Question adapted from
Richardson, et al. “The Well-built Clinical Question: A Key to Evidence-based Decisions.” ACP Journal Club 123, 1995 pp A-12
The Intentional Teacher
• Module Summary: The Intentional Teacher
• Reading: Principles of Adult Learning adapted from
Lieb, “Principles of Adult Learning” VISION, 1991.
• Presentation: Becoming an Effective Teacher
o Handout: Principles of Adult-Learning
o Reading: 5 Micro-Skill for Clinical Teaching adapted from
Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. “A Five-step "Microskills" Model of Clinical Teaching.” Journal of the American Board of Family Practice, 5, 1992, 419-424.
• Discussion: The Intentional Teacher
o Handout: Teaching Styles
o Notes: Teaching Styles
