Online Teaching Resources

Medical Education WIKI

The Medical Education WIKI was developed to be used by medical educators and residents as a resource for techniques and as an archive for articles. It is divided into four main topics: 

  1. Clinical Teaching Techniques
  2. Classroom Teaching Techniques
  3. How Medical Students Learn
  4. Teaching Technologies

The CORAL Collection

The CORAL Collection is a set of materials designed for education committee members and course and program directors. The Cells will help people learn some of the most important concepts and principles in medical education.

Each Cell is short, discrete, and designed to teach. Each Cell has an introduction, one to three objectives, self-assessments, a section to present the material, a quiz with expert responses, an evaluation so we can get better, references and further reading, and a concept map showing related Cells.

“On Demand” FD Programming

  • CBME Workshops
  • Teaching Bootcamp modules – sessions on commonly requested topics ie Feedback
  • Med Ed 101 – course approach
  • Tutor training
  • Site / Program specific FD events
  • UGME/PGME/DME events such as onboarding
  • TIPS for residents
  • Fifth year student sessions, follow up sessions after PGY1 TIPS
  • Onboarding for new faculty, new committee members and those new to leadership roles

Contact medicinefaculty.development@usask.ca for more information or to request a session. 

FD Regular Program Offerings

Unconscious Bias 

Disparities in healthcare due to racism and discrimination continue to harm Black, Indigenous, and People of Colour (BIPOC) communities.  Some of these disparities are systemic and need to be addressed at the policy level. However, many are more personal, at the individual level in the form of microagressions, stereotype threat, and insensitive comments. This can occur at an unconscious level, where many of us are not even aware of the associations we make which can cause harm to others. Awareness, acceptance, and understanding of unconscious bias is a necessary initial step in addressing many of the societal inequities that can result from our decisions and actions.  Faculty Development offers training on unconscious bias in order to begin conversations around bias and its impact within healthcare.  Sessions can be very general (biological and socio-cultural roots of bias, examination of personal bias, and thinking framework for addressing bias) or more specific, focused on various aspects of Medicine; for example coaching and feedback, clinical decision-making, or admissions interviewing and selection.

To arrange a session for your group, please contact Sean Polreis.

For more Equity, Diversity and Inclusion (EDI) related resources, check out the University's EDI webpage.

Teaching Bootcamp


Teaching Bootcamp is either a full day or a series of 2 hour workshops designed to enhance the participant’s expertise as a teacher through sessions in which selected instructional techniques will be analyzed, practiced and evaluated. The sessions include presentations, discussions and independent work. Participants prepare and present in small group, two ten-minute teaching sessions (micro teaches) from their own repertoire. On the second day, the participants will be divided into the following groups:

People who teach primarily in classroom settings practice and enhance valuable teaching skills including teaching large classes and foundational principles of student assessment.

People who teach primarily in a clinical setting will learn clinical teaching skills including how to use the Precepting Using Microskills method.

Objectives
We anticipate that by the end of the course, you will be able to:

  • Write instructional objectives
  • Plan an instructional session with an appropriate Set, Body, and Closure
  • Deliver a planned instructional session
  • Use audiovisual aids effectively
  • Critique instructional sessions
  • Apply TIPS techniques to different types of instructional sessions
  • Choose to continue to strengthen your teaching skills and
  • Become an advocate for better teaching and learning at the College of Medicine
  • Give effective feedback.

Simulation Training

Advanced Skills in Simulation for Educators & Teachers (ASSET)

ASSET Foundations is a two-day course that provides a broad overview of core simulation concepts and principles to novice and intermediate simulation educators.  This interactive and immersive course provides a mix of didactic, small group and simulation-based activities.  By the end of the course, the participants will be able to design and run their own simulation, and feel comfortable facilitating the debriefing session that follows.

Teaching Orientation for New Faculty

For more information on teaching orientation for new faculty, please see our Faculty Orientation to Teaching Module.

PeeR Observation and Mentorship Program for Teaching in MEDicine (PROMPT-MED)  

The purpose of this program is to provide opportunities for faculty to grow their skillset in teaching through peer observation.  Depending on the  goals of the individual faculty member, this flexible program may be a one-time consultation with direct observation of teaching and feedback, or it may be a more long-term mentorship relationship with on-going coaching and development.  Peer observation can also be tailored depending on the predominant type of teaching the faculty member does (e.g. clinical, small group with facilitation, or large group/classroom).  The program will match the faculty member with a peer who has the appropriate teaching experience for the teaching context.  The feedback can used by the faculty member strictly for personal development of teaching, or it can be used for professional development (i.e., promotion and tenure).  Regardless of the context, the goal is provide constructive,  practical, and evidence-based feedback in a safe and supportive environment.  If you are interested in this program, please contact Dr. Greg Malin in the College of Medicine.

Med Ed 101

The purpose of this two-day interactive workshop is to introduce evidence-based approaches to design, implement and evaluate educational sessions and to enhance participants’ skills as medical educators. 

At the end of the workshop, participants will be able to:

  1. Apply evidence on how people learn to design instructional sessions.
  2. Describe the components of competency-based medical education
  3. Write high quality objectives and effectively link objectives, teaching methods and assessment tools
  4. Select appropriate teaching methods based on the domains of learning.
  5. Develop a plan for assessing learners and outline an assessment blueprint
  6. Effectively apply best practices in the assessment of clinical and practical skills
  7. Describe strategies for addressing implementation issues.

Presenting with Pizzazz

This is a highly interactive program, usually over a half day, that is fun and builds teams.  You basically get to play and learn at that same time!  It is safe and casual and you are guaranteed to see improvements in your teaching presentations skills by the end of the session.  The objectives of this creative course are described here:

At the end of this session, participants will be able to:

  1. Apply improv to enhance teaching skills by demonstrating physicality/voice modulation and audience engagement strategies
  2. Improve presentation skills through self-reflection and critique using recorded microteaching sessions before and after improv training
  3. Access a community of practice around teaching  to  reinforce new presentation skills over time
  4. Develop greater comfort presenting

CBME Faculty Development Workshops

  • General information/ Introduction/ CBME Basics
  • Feedback and Work based Assessment
  • Coaching
  • Active learning Strategies
  • Academic Advisor Roles
  • Remediation/ Probation in the CBME environment

Track your Thinking

Thinking about your thinking – click here to download and use this template to record  “process notes” to reflect on what you want to use or take away from this page.  This can be similar to writing a progress note on patient care.  Download this pdf and keep it as a record.  Write out your comments on what you are learning and come back to this from time to time to see how your thoughts and feelings are changing.  Review what you have written and re-comment on how you are applying what you are learning to your day to day practice.