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.

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.

Our goal is to empower excellence in teaching for all faculty. This includes providing support for needed teaching skills:

• Establishing a positive learning environment
• Clarity in communicating expectations for course objectives
• Delivery of educational content
• Curriculum design (Edtalks@Upstate)
• Evaluation of learners
• Provision of constructive feedback
• Role modeling of professionalism to foster a culture of mutual respect, regard and support for each member of the healthcare and education teams and their patients

• Upstate's collection of resources for medical education
• Residents as Fearless Teachers
• 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.

External Resources

• Medical College of Wisconsin Teaching Toolbox: Provides brief resources including videos, session planning, podcasting introductions and Ipad overviews.
• Stanford School of Medicine brief forms that may be useful for evaluation of students. Site also has very brief pearls for evaluation methods.
• 15 Steps to Cultivate Life-Long Learning
• University of Washington Blog on Curriculum Renewal—many, many pearls
• 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.

References

1. Brown JS. New learning environments for the 21st century: Exploring the edge. Change.2006; October/November: 18-24.
2. 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.
3. Cullen R, Harris M, Hill RR. (2012). The learner centered curriculum design and implementation. John Wiley and Sons, Inc., San Francisco, CA.
4. Doll, W. E., Jr. (1993). A post-modern perspective on curriculum. Teachers College Press, New York.
5. Fink LD, Creating Significant Learning Experiences, John Wiley and Sons, San Francisco, CA, 2003.
6. 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.
7. Interprofessional Collaborative Expert Panel (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC. Interprofessional Education Collaborative.
8. Report of an Expert Panel. (2013). Teaching for quality: Integrating quality improvement and patient safety across the continuum of medical education. AAMC.
9. Roberts DH, Newman LR, Schwatzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4):274-8.