Resources and Tools
Deep and lasting change in medical education requires a paradigm shift from the instructional model of content "delivery" using time, place and content driven pedagogy to one that is learner-centered. Development of our new curriculum ideas requires new strategies for teaching.
This may include changing and enhancing presentation skills, utilizing more small group facilitation, development of hybrid and online learning modules and/or use of the iPad or other technologies. This page was designed to guide the faculty to become fearless teachers. For more information, see the Upstate Faculty Affairs and Development Office and this Upstate Education/Teaching page.
On Listening to Lectures
Faculty are expected to be familiar with:
- The Educational Program Graduation Competencies and Objectives for medical student education in the College of Medicine.
- The learning objectives in the clerkship in which they teach and supervise students, including the appropriate educational activities supporting those objectives and the methods of assessing student performance.
- Student policies regarding mistreatment and professionalism and methods for reporting institutional or departmental student mistreatment.
- Methods of feedback and evaluation, including the common clerkship evaluation form
- Faculty Development Bb: All faculty are enrolled and after signing in to Bb, click on left link folder: Education 601.
- Educational Communications: Ed Comm's services include the support of student computing, video conferencing, PC training, photography, audio-visual services, medical illustration, graphic design, multimedia production, video technologies, and audio-visual systems.
- 15 Steps to Cultivate Life-Long Learning
- David Irby: What Clinical Teachers Need to Know
- David Irby: Three Exemplary Models of Case Based Teaching
- MedEdPORTAL : An online resource with peer reviewed teaching materials such as tutorials, cases, lab manuals, assessment instruments, faculty development materials, etc.
- Brown JS. New learning environments for the 21st century: Exploring the edge. Change. 2006; October/November: 18-24.
- Cooke M, Irby DM, O'Brien BC. (2010). Educating Physicians: A Call for Reform of Medical School and Residency. Carnegie Foundation for the Advancement of Teaching, Stanford, CA.
- Cullen R, Harris M, Hill RR. (2012). The learner centered curriculum design and implementation. John Wiley and Sons, Inc., San Francisco, CA.
- Doll, W. E., Jr. (1993). A post-modern perspective on curriculum. Teachers College Press, New York.
- Fink LD, Creating Significant Learning Experiences, John Wiley and Sons, San Francisco, CA, 2003.
- Goldman E, Schroth WS. Perspective--Deconstructing Integration: A framework for the rational application of integration as a guiding curricular strategy. Acad Med. 2012; 87(6):729-734.
- Interprofessional Collaborative Expert Panel (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC. Interprofessional Education Collaborative.
- Report of an Expert Panel. (2013). Teaching for quality: Integrating quality improvement and patient safety across the continuum of medical education. AAMC.
- Roberts DH, Newman LR, Schwatzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4):274-8.