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OMED Workshops

Our workshops are interactive work sessions with a duration of 2-4 hours (in one time block) that intends to empower participants to implement new teaching practices. Commonly eligible for CME credit.

Constructing Effective Multiple-Choice Tests

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.

More information about constructing effective multiple choice tests [PDF]

Designing Active Learning Around Learners' Behaviors and Motivations

Active-learning proponents point to oft-cited research reporting enhanced learning gains. However, one need not look far to find published examples and colleague anecdotes of active-learning experiences that failed to generate such gains. Despite the best intentions of the teacher's design, the learner (not the teacher) must do the learning.

Creating learning activities does not assure better learning than listening to a lecture;"active learning" covers a broad spectrum of variably structured activities that are not equally capable of achieving learning outcomes or engaging learner participation. The interactive-constructive-active-passive (ICAP) framework provides an assessable guide to overt learner behaviors that should inform active-learning design.

ICAP is combined with self-determination theory (SDT) to trigger learners' autonomous motivation to undertake those behaviors.

More information on designing active learning [PDF]

Next Available Class: April 28, 2020
Registration open until April 14, 2020


Facilitating Learning in the Clinical Reasoning Course

During this workshop participants will engage in an interactive discussion of the evidence-based principles of clinical reasoning, how these principles can be taught to novice medical students, and the major elements of facilitating a small-group discussion of clinical reasoning using a case as a construct to enhance learning. Participants will also learn the logistics behind the ThinkSpace platform (the online tool used to acquire student responses), how to facilitate the face to face sessions, and how to assess student mastery of the course learning objectives.

More information about facilitating learning in the clinical reasoning [PDF]

Next Available Class: To Be Announced

How to Incorporate Flipped Learning into your Teaching

"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 the 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.

More information about how to incorporate flipped learning into your teaching - hybrid class [PDF]

Next Available Class: June 23, 2020
Registration deadline: June 9, 2020


Learning in Small Groups: How to Make it Work

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.

More information on learning in small groups [PDF ]

Next Available Class: To Be Announced

A Toolbox for Effective Clinical Teaching (Hybrid)

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.

More information about a toolbox for effective clinical teaching – hybrid class [PDF]

Next Available Class: To Be Announced

Transforming Your Lecture Presentation to Enhance Conceptual Learning

Have you ever heard the statement,"Death by PowerPoint"? Did you know that there is a research basis for designing PowerPoint slides to enhance audience learning rather than being subjected to volleys of bullet points and ineffective graphics? Did you know that a well-constructed PowerPoint presentation can trigger opportunities for the audience members to interact with each other and with you in order to improve learning? This workshop promises to give you concrete strategies and models for redesigning your PowerPoint lectures in order to better engage learning in your classroom. You are encouraged to bring a laptop so that you can apply the concepts of the workshop to build a short presentation by yourself, with a partner, or in a small team using a provided prompt. Participants will also experience an approach for bringing structured learner interaction into the classroom to partly substitute for lecture presentation. The workshop outcomes focus on modifying your existing lectures to stimulate even greater learning; you will be able to: (a) develop presentation slides that are consistent with research on learning from visual media, and (b) integrate student interactivity into your PowerPoint lecture.

More information about transforming your lecture presentation to enhance conceptual learning [PDF]

Up Your Teaching Game - Use Evidence Based Learning Principles to Build Success and Satisfaction in Your Teaching (Hybrid)

When educators understand why and how learning occurs, they are able to modify their approach to take advantage of evidence-based principles of learning and memory. This workshop bridges research and teaching practices so that teachers successfully design durable learning experiences that apply to their content, their learners, and the locations where they teach.

More information about upping your teaching game - hybrid class [PDF]

Next Available Class: To Be Announced

Using Feedback to Take Our Learners (and Ourselves) From Good to Great

Feedback is a multi-faceted concept, which also includes evaluation and coaching (to name two). During the course of this workshop, participants can expect to engage in an interactive didactic session on feedback. Participants will learn about the concept of feedback, the components that 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.

This feedback workshop aims to improve the ability for health-science educators from all disciplines to administer effective feedback that transforms their learners. Participants will experience a hybrid learning approach (about 45 minutes of online study to be completed prior to attending a live session) and various interactive learning techniques that combine for a unique opportunity to learn about processes for feedback, cutting edge techniques in delivering feedback, and practical skills for use in day-to-day practice. Participants learn with colleagues from across the HSC. After this workshop the attendees will be able to describe the five best practices of feedback and deliver feedback using an evidence-based approach.

More information about using feedback to take us from good to great - hybrid class [PDF]

Next Available Class: To Be Announced