What Makes for Good Teaching? Thursday, October 29, 2009
Mark Kritchevksy, M.D.
| How to Create and Deliver a Lecture
Wednesday, November 18, 2009
Charles Goldberg, M.D. |
A SOM faculty who has been recognized by medical students, housestaff and peers as a good teacher will present his own ideas of what makes a good teacher.
| Faculty are frequently asked to lecture, yet receive no formal instruction. As such, lectures are generated on the basis of instinct and experience, resulting in varied quality of presentation as well as discomfort/avoidance behavior on the part of many speakers. The goal of this session is to review in an organized fashion the critical elements (e.g. content, structure, pacing/presentation, use of technology, etc). that define a good lecture. As well, we wil provide an organizational template that can be used for creating future lectures. Information presented will be practical and based on informed opinion as well as review of the literature. Participants should bring problematic lectures that they've delivered in past and/or material for upcoming lectures. Time permitting, we will work on applying principles learned to improve future presentations.
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Professionalism Concerns: When and How to Respond
Tuesday, December 1, 2009
Elaine Muchmore,M.D, Mia Savoia, M.D., Christine Moutier, M.D. & Babbi Winegarden, Ph.D.
| Integrating Critical Thinking into Medical Student Coursework
Wednesday, February 10, 2010
Sue McGuinness, Ph.D., MLS & Dominique Turnbow, MLIS, M.Ed. Candidate
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Professionalism issues are among the most challenging for teachers and colleagues to address. In this workshop, you will learn how to provide appropriate feedback in difficult situations involving professionalism to facilitate behavioral changes. Vignettes that elucidate issues in professionalism will be presented as role-plays and responses to these complicated issues will be discussed.
| This session will provide an opportunity for instructors to learn how to incorporate information resources in a course to develop students' critical thinking skills. Biomedical Librarians can offer a new perspective on your course syllabi and learning objectives. Embedding information tools at critical points in your curriculum will help you teach students to independently recognize essential questions to be asked and evaluate a wide variety of information sources. Librarians with expertise in health sciences and instructional design will present techniques and examples, followed by a group work session. Sample scenarios will be provided; however, participants are encouraged to bring their own course materials for consultation. |
Teaching in the Clinical Setting
Wednesday, February 17, 2010
Charlie Goldberg, M.D. & Shawn Harrity, M.D.
| PowerPoint: Intermediate/Advanced Thursday, February 25, 2010
Helene Hoffman, Ph.D.
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| Participants in this session will share experiences with obstacles to teaching in busy clinical environments and brainstorm solutions. Specific tools for efficient teaching in the clinical setting, including the Five Microskills of Clinical Teaching and feedback techniques will be introduced. Participants will have the opportunity to practice using these tools during role plays and standardized student interactions. | This two-hour workshop will cover intermediate/advanced features of Microsoft PowerPoint 2007(PC) and 2008(MAC) and is intended those who have are interested in refining and expanding their skills. Participants will have an opportunity to customize menu displays; use design templates; create slide and handout masters; change color schemes; incorporate images; apply transitions between slides; work with multimedia elements including video; apply custom animations; and explore the layering, grouping, and aligning of elements.
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