DATE: TBD
Register: TBD

Learning objectives are the foundation for designing courses, curricula, and assessments. Generally constructed as lists, faculty may find it difficult to (1) evaluate the appropriateness of objectives, (2) recognize how objectives can be integrated across courses in a curriculum, (3) design courses in order to scaffold and integrate objectives across class sessions, and (4) plan instruction and assessment to assure mastery of learning objectives.

Participants will be able to:

• Develop and/or validate competency in authoring specific, measurable learning objectives
• Characterize these objectives within a wall-chart graphical matrix representing the knowledge and cognitive-process dimensions of the Revised Bloom’s Taxonomy
• Use the graphical characterization to assess objective appropriateness
• Use the graphical characterization to align session objectives, course objectives, program objectives, and assessments (formative and summative).

Facilitator: Gary A. Smith, PhD, Associate Dean, Continuous Professional Learning

DATE: TBD
Register: TBD

Giving and receiving feedback is a necessary skill for all medical educators. Unfortunately, we often receive little training on best practices of giving and receiving feedback. During this session, attendees will be exposed to evidence based practices of giving feedback including the model known as Feedback with Good Judgement. This session is designed to focus on participants’ unique challenges in giving and receiving feedback.

Participants will be able to:

• Demonstrate the Feedback with Good Judgement model
• State an example for each of the 5 best practices of giving feedback
• Outline a plan to address their feedback challenge using the best practices and Feedback with Good Judgment model

Do you know that there is research on the slide-design practices that actually enhance learning? Do you know that only a small fraction of PowerPoint presentations in educational and conference settings follow these practices? Learn the approach in this short interactive session and cultivate learning in your future presentations.

Participants will be able to:

• Identify how presentation slides are compatible with, or violate, principles of cognitive load theory
• Create or edit slides to follow the assertion-evidence format, which research shows enhances audience learning

Facilitator: Gary A. Smith, PhD, Associate Dean, Continuous Professional Learning

DATE: TBD
Register: TBD

During this interactive case-based session participants can expect to engage in a variety of topics centered on teaching when time is limited. Participants will work to address cases in teaching when time is limited with the caveat of common learner dilemmas (e.g., the ‘disinterested learner’) embedded within the cases. Participants can expect to engage in 2 cases related to the inpatient, outpatient and surgical environments. Each case will have discussion in groups addressing the dilemma, followed by large group discussion, and then demonstration/discussion of specific teaching techniques.

Participants will be able to:

• Name 3 teaching techniques that can be used when time is limited
• Demonstrate 1 method of teaching that can be used in the clinical environment
• Using learned teaching techniques, describe 2 solutions to challenges in teaching when time is limited

Team-based learning (TBL) is a formalized, best-practice instructional strategy that is particularly well-suited for learning with cases and is widely used in medical, nursing, pharmacy, and health-professions programs around the world. In this event, participants will learn the specific instructional recipe for TBL by participating in a TBL session. Please pre-register so that you receive pre-event materials.

Participants will be able to:

• Explain the definitive steps (iRAT, tRAT, Application Exercise with 4S) for Team-Based Learning^TM
• Outline a TBL-based instructional design for a topic that they teach

Facilitator: Paul Perea, Program Operations Director, UME-ETS Educational Tech Support

POSET is a process for obtaining formative peer feedback on teaching and for two colleagues to learn about teaching through conversation about an observed teaching experience. The nature of the observed teaching and learning session and all feedback and conversations between the observer and observee are confidential; only participation and input on participants’ experience with the POSET process are reported to OMED.

The Peer Observation in Support of Effective Teaching (POSET) program may be useful for:

• Providing an additional source of confidential feedback in addition to student feedback
• Promoting the development of a collegial network of teaching mentors
• Demonstrating and documenting excellence in teaching for the promotion dossier
• Developing a community of learners and educators Participants will be ready to conduct observations in the program if they choose.

Facilitator: Teresa Vigil, MD, Director, Career Mentoring and Advisement

Date: TBD
Register: TBD

Anesthesiology uses Smartsheet to manage all aspects of GME quality improvement projects. Functions include an intake form for new projects, a dashboard summarizing the department’s overall QI activity level, and a spreadsheet containing useful information and relevant documents. The system lists projects by resident or by mentor, identifies residents without active projects, and records the last date of contact on each project to pinpoint those at risk of losing momentum. All of these functions are accessible to users with minimal knowledge of Smartsheet.

Attendees at this session will:

• Examine Anesthesiology’s system
• Analyze their QI-project-management strategies
• Acquire insights on managing QI with their residents and fellows

Facilitator: Timothy Petersen, PhD, Anesthesiology & Critical Care Medicine

Date: TBD
Register: TBD

Designing learning experiences, whether a single class session, course/rotation, a longitudinal curriculum, or a continuing professional development activity can seem intimidating. However, by applying a few research-based instructional design principles, teachers increase the likelihood of creating a learning experience that is meaningful, memorable, motivating, and measurable. Attendees are encouraged to use this brief introduction as a springboard with opportunities for follow-up consultations.

Participants will:

• Examine the three essential internal questions, and the two essential external questions for designing instruction.
• Analyze the importance of backwards design.
• Identify resources for planning their next steps.

Facilitator: Gary A. Smith, PhD, Associate Dean, Continuous Professional Learning

Participants will be able to:

• Help any participant get their SEAC Proposals assembled well enough to be looked at by our SEAC committee to be approved for their wanted research.
  

Facilitator: Gary A. Smith, PhD, Associate Dean, Continuous Professional Learning

Facilitators: Wayles Haynes, MD, MFA, HO5, and Olivia Shadid, MD, HO5, School of Medicine, Department of Psychiatry & Behavioral Sciences