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Our workshops intend to empower participants to implement new teaching practices. All include an interactive work session, which may occur either virtually or in-person. Many are presented in hybrid format for which facilitators expect participants to complete a variety of online activities prior to the interactive meeting. Commonly eligible for CME credit, participants may anticipate a total time investment of 2-4 hours per workshop.

To arrange for a special session for your group or department, please use our “Make a Request” form.


The majority of offerings are eligible for CPL’s Achievement in Medical Education (AMEP) credit towards either a Foundational or Advanced Certificate.

Please click on the workshop titles below for full descriptions. Registration is required to attend.

Workshops

Research-Based Practices to Improve Your Didactic Presentations
September 15, 2020 (12:00-1:00 pm)

Lectures, usually accompanied by presentation slides or images, are a long-standing tradition in health-sciences education. Regardless of the comfort of this tradition, research has also shown for a long time that learning from a primarily listening and looking experience is minimal. In this hybrid workshop, educators will learn and apply the research evidence for designing PowerPoint slides to enhance rather than impede learning and simple ways to interactively engage an otherwise passive audience. [READ MORE]

Learning in Small Groups: How to Make It Work
Date: TBD
Register: TBD

The research is clear: Students learn more when they interact with peers to co-construct knowledge. But… it is equally clear that requiring students to work together does not guarantee an effective and productive learning experience. Participants will engage in their own small groups, facilitated by the leaders to develop or improve competence and confidence to design small-group-learning opportunities in classrooms of any size – including lecture halls - that incorporate research-informed practices at the boundary of learning science and social dynamics. Team-based learning (TBL) and problem-based learning (PBL) will be outlined along with less formalized and easy-to-implement instructional strategies. Advice on creating and maintaining learning teams will be provided and discussed. [READ MORE]

Using Feedback to Take Our Learners (and Ourselves) from Good to Great
September 22, 2020 (1:30-3:30 pm)

Feedback is a multi-faceted concept that also accompanies evaluation and coaching. During the course of this workshop participants will complete an online module with self-assessment followed by a live workshop on feedback. Participants will learn about evaluation, the concept of feedback, the components which make it effective, as well as methods of delivering feedback in an effective manner. Concepts learned can be applied to all levels of learners as well as colleagues. [READ MORE]

Designing Active Learning around Learners’ Behaviors and Motivations
November 10, 2020 (12:00-1:30 pm)

Research demonstrates that achieving high-yield, active-learning experiences requires specific learner behaviors and the motivation to participate. Small-group activities will engage participants (a) in a discovery of the meanings of the ICAP model for learner behaviors and self-determination theory of motivation; and (b) to utilize these two principles to design active learning that incorporates both sets of explicitly learner-centered principles. Participants will emerge with a research-informed framework for designing or evaluating learning experiences through observation for intended behaviors and learner motivation. [READ MORE]


Up Your Teaching Game: Use Evidence-Based Learning Principles to
Build Success and Satisfaction in Your Teaching
Date: TBD
Register: TBD

During this workshop participants will complete an online module with self-assessment followed by a live workshop where they can expect to engage in a variety of topics centered around teaching when time is limited. During this interactive case-based workshop, participants will work in teams to address common learner dilemmas (e.g., the ‘disinterested learner’) with the added caveat of limited time. Participants can expect to engage in 3 cases related to the inpatient, outpatient and the surgical environment. Each case will have discussion in groups addressing the dilemma, followed by large group discussion, and then demonstration/discussion of specific teaching techniques. [READ MORE]

A Toolbox for Effective Clinical Teaching
Date: TBD
Register: TBD

Prior to this workshop participants will complete an online module with self-assessment followed by an in-person workshop where they will learn and practice tools to improve effectiveness of clinical teaching in any environment. During this interactive case-based workshop, participants will work in teams to address common learner dilemmas (e.g., the ‘disinterested learner’) in various clinical scenarios with a focus on inpatient and outpatient settings. Participants will engage in discussion about situations they might encounter in their field. Each case will have small group discussion addressing the dilemma, followed by large group discussion, and then demonstration/discussion of specific teaching techniques. [READ MORE]

Constructing Effective Multiple-Choice Tests
January 27, 2021 (10:00 am-12:00 pm)

Workshop participants will learn how to construct multiple-choice questions that avoid common pitfalls that unintentionally mislead learners or fail to assess meaningful learning. Use of test-item analyses to evaluate the reliability of multiple-choice tests will also be explained. Participants will discuss and evaluate example questions and test-item data, and are encouraged to bring their own examples to work with during the workshop. [READ MORE]


How to Incorporate Flipped Learning into Your Teaching (Hybrid)
October 13, 2020 (1:30-4:00 pm)

“Flipping” the classroom refers, in general, to a course design whereby learners engage with content prior to class time and deepen learning and understanding through cooperative, interactive engagement with problems, cases, etc. during class time. As a research-based pedagogical model, flipping does not mean, as many people misunderstand, placing video lectures online and doing homework in class. Workshop participants will understand what flipping means as a course-design model, the evidence for why it is beneficial for learning, and will be introduced to various implementation approaches that utilize available technology resources. The workshop is also flipped, with expectation of completing a pre-workshop assignment. Follow-up consultations will be available to assist participants with piloting or full-scale implementation of flipping in their courses. [READ MORE]