Workshops

Research-Based Practices to Improve Your Didactic Presentations (Blended)
January 21, 2025 (10:30 am-12 pm) (IN-PERSON)

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 (Blended)
March 4, 2025 (10 am-12 pm)
Resgister

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 (Blended)
April 8, 2025 (1:30-3 pm)
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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

February 12, 2025  (1:30-4 pm) (IN-PERSON)

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 (Blended)
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]

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
Date: January 23, 2025 (10:30 am-12:30 pm) (IN-PERSON)

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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]

Integrating Online and In-Person Learning (Blended)
Date: TBD | Register: TBD

Blended, hybrid, flipped, synchronous, asynchronous. Have you heard these terms and wondered what they mean for designing learning experiences that combine the power of online instructional technology and the social interconnectedness and interactivity of the classroom? The hybrid (online plus live) workshop goes beyond providing a working terminology and exposure to models but equips you to create integrated online and in-person learning experiences. What objectives and activities should be included in the online component versus the in-person component? How should the learning by these different modalities be connected? Learn how to structure the activities to be consistent with how memories are made and reduce long-standing inequities in learning associated with lecturedominated instruction. [READ MORE]

Teaching that Promotes Antiracism for Health Equity: It's Easier than You May Think Workshop
Date: TBD
Register: TBD

This interactive workshop explores how the erroneous biological construct of race impacts curriculum content and student learning outcomes, followed by faculty engagement with a tool for self-evaluating their educational materials for biases, errors, and missed opportunities. Faculty are requested to bring educational materials (e.g., PowerPoint slides, case information used in active-learning sessions, reading materials or websites, assessment questions) for use during the workshop. [READ MORE]

Advancing Inclusive Teaching and Learning
December 9, 2024 (1:30-3:30 pm) (IN-PERSON)

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Long-standing approaches in traditional higher education negatively impact the educational success of many learners at institutions that serve a diverse student body. This highly interactive workshop introduces and shares practices with inclusive pedagogy that recognizes the mismatch between traditional education and learners from increasingly diverse backgrounds and strives to serve the educational needs of all students. Participants will be provided with a framework to self-examine their course design. They will also learn strategies to promote equity in the classroom and improve the learning climate for all students. [READ MORE]