Faculty Development Programs
FD events are for staff, physicians, medical students, residents, graduate students, PhD faculty, other clinicians/health care providers - All are
For a quick look at what is coming up Link to CoM Event Calendar. Please click on Hide All and then select √ Faculty Development.
Our core FD programming (with approved study credits)* is offered monthly throughout the year (except July and August). See below for more details.
- Teaching and Learning Tuesdays* noon hour Lunch and
Learns– 2nd Tue of every month
- Medical Education Grand Rounds (MEGR)* on the last Thursday of every month
- Reading Club – times and places vary. This check out the calendar
- Rural Medical Education (RMED) – a series from University of Alberta by and for rural physicians
Teaching and Learning Tuesdays* Lunch and Learn
2nd Tuesday of every month at 12:00 PM
Videoconference connection with Regina Campus. Join us from the RGH Learning Centre, classroom LC-5 Bring Your Own Lunch - light snacks available in Saskatoon
Full upcoming Lunch and Learn details - please check the event calendar.
Medical Education Grand Rounds
Medical Education Grand Rounds - The last Thursday of the month*
These sessions are typically the last Thursday of the month from 2-3 PM in room HLTH B525. You can join us in person or via WebEx. These sessions are recorded so you can access them whenever is convenient for you. Meetings involve either a discussion around a medical education article of interest or a presentation of current research followed by discussion. While the focus is medical education, these sessions are open to all & the topics are usually applicable to other areas of health science education or education in general. Information on upcoming sessions can be found below. Contact us at email@example.com for more information, to present your research, or to propose an article for discussion at
Student Burnout as a Function of Personality, Social Support, and Workload, Jacobs & Dodd.
The Development and Implementation of an Instrument to Assess Students’ Data Analysis Skills in Molecular Biology, Rybarczyk, Walton, & Grillo.
A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment, Shi, Frederiksen, & Muis.
Reading the Mind in the Eyes or Reading between the Lines? Theory of Mind Predicts Collective Intelligence Equally Well Online and Face-To-Face, Engel, Woolley, Jing, Chabris, & Malone.
The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking, Mueller & Oppenheimer.
Why I’m Asking You Not to Use Laptops, Anne Curzan.
Am I right when I am sure? Data consistency influences the relationship between diagnostic accuracy and certainty, Cavalcanti & Sibbald.
Can Coaching Help Transform Teacher Quality
On Dialogue, Culture, and Organizational Learning, Edgar H. Schein.
Medical Student Mental Health 3.0: Improving Student Wellness Through Curricular Changes, Stuart J. Slavin, MD, MEd, Debra L. Schindler, PhD, and John T. Chibnall, PhD
What is the educational impact of standards-based assessment in a medical degree
Chapter 7: How Do Students Become Self-Directed Learners? in How Learning Works. 7 Research-Based Principles for Smart Teaching.
Development and evaluation of a risk communication curriculum for medical students. Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill.
Do Learners Really Know Best? Urban Legends in Education, Paul A. Kirschner & Jeroen J.G. van Merriënboer
Effects of Lecture Information Density on Medical Student Achievement, IJ Russell, WD Hendrickson, & RJ Herbert.
From Flexner to Competencies: Reflections on a decade and the journey ahead, Carol L. Carraccio & Robert Englander. The authors reflect on the major forces that have influenced the movement and tipped the balance toward widespread adoption of CBME in the United States, primarily in graduate medical education. These forces include regulatory bodies, international counterparts, and the general public.
Self-Directed Learning: A Cognitive and Computational Perspective, Todd M. Gureckis and Douglas B. Markant.
Can coaching help transform teacher quality? (Blog)
Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school, Schiekirka et al., 2012.
Effects of Three Types of Lecture Notes on Medical Student Achievement, I.J. Russell et al. (1983)
The Readiness for Clerkship Survey: Can self-assessment data be used to evaluater program effectiveness? Linda N. Peterson, PhD, MEd, Kevin W. Eva, PhD, Shayna A. Rusticus, PhD, and Chris Y. Lovato, PhD
Some many months ago while on sabbatical in Hawaii for the first of the two blocks, I discovered that if we run correlations of grouped self-assessment data with the means of the objective tests/measures instead of getting an rnear zero (which is what we get when correlating individual scores) the correlation is actually high and significant indicating a relationship. We found this with TIPS and other data. This was a break-through in the debate over the use and validity of self-assessments. As I was working with Krista to amass some studies to publish (we are hoping that it will come out this year) I confided in one of the authors of the Petersen et al paper, someone with whom I published an article on this topic previously. Then, before I could get my paper out, the Petersen et al paper appeared! Is that an issue? Has there been an ethical breach in this case? What if anything ought one to do about this?
Medical students' approaches to learning over a full degree programme. This article discusses a study of student approaches to learning and studying - deep, surface, and strategic - in a new medical curriculum in the UK. Changes in approaches are addressed as well as reasons for the limited amount of change noted. A significant philosophical question is "how much impact can a medical school curriculum have on the nature of student learning and studying"?
An Innovative way of conducting a journal club.
Collaborative group work: Effects of group size and assignment structure on learning gain, student satisfaction and perceived participation, Jan G.M. Kooloos, Tim Klaassen, Mayke Vereijken, Sascha Van Kuppeveld,Sanneke Bolhuis & Marc Vorstenbosch.
Applying the science of learning to medical education, Richard E. Mayer. The cognitive theory of multimedia learning is an information processing explanation of how people learn from words and pictures. It is based on the idea that people have separate channels for processing words and pictures, that the capacity to process information in working memory is limited, and that meaningful learning requires appropriate cognitive processing during learning.
Faculty Development for Postgraduate Education– The Road Ahead
It’s NOT rocket science: rethinking our metaphors forresearch in health professions education, Glenn Regehr. This article discusses the divide between applied and theory-building research in health professions education. The author argues that the tenets used in scientific research may not be appropriate for applied research. Instead of focusing on the imperative of proof, educational research should strive for an imperative of understanding. As well, an imperative of complexity should replace the imperative of simplicity strived for in scientific literature. The author concludes that applying more appropriate models to educational research will allow us to achieve greater understanding in this area.
Applying multimedia design principles enhances learning in medical education, Issa N, Schuller M, Santacaterina S, Shapiro M, Wang E, Mayer RE, DaRosa DA.
Teacher-student relationships in medical education: Boundary considerations, S. Michael Plaut & Dennis Baker. Personal and situational risk factors may make teachers or students more prone to cross healthy boundaries. Education about boundary issues, including discussion of case vignettes, may help build awareness and thus help foster more balanced teacher–student relationships.
The Lecture System in Teaching Science, Robert T. Morrison, New York University. This is one instructor's reflections on why he doesn't believe in the lecture system.
The replacement of 'paper' cases by interactive online virtual patients in problem-based learning, Terry Poulton, Emily Conradi, Sheetal Kavia, Jonathan Round, and Sean Hilton. To counter the limitation that paper cases are linear and do not allow students to explore the consequences of decisions, interactive online virtual patients (VPs) were developed which allowed students to consider options as the cases unfold, and allow studuents to explore the consequences of their actions. St. George's University of London (SGUL) is now adapting its transitional year between the early campus years and the clinical attachment years. This will include the integration of all technology-based resources with face-to-face learning and create a more adaptive, personalised, comptency-based style of learning.
The case for urgent change in higher education: Time for adoption of evidence based teaching and learning, Adrian Lee, University of New South Wales. An urgency in addressing university teaching led to the identification of five major barriers to the adoption of effective teaching practices in higher education:
- Lack of leadership at senior management level such that research is perceived as being significantly more valued than teaching
- Institutional reward systems that focus primarily on research productivity when academics present for tenure or promotion
- Long established practices, norms and beliefs shaped by the experience of faculty members beginning in graduate school and through their induction, socialisation and ongoing careers as faculty members
- Faculty lack knowledge about evidence-based learning methods
- Lack of practical and effective mechanisms for professional development of faculty regarding teaching
Racial discrimination & health: Pathways & evidence, Ahmed, A.T., Mohammed, S.A., & Williams, D.R. This article is an overview of the growing body of research examining the ways in which psychosocial stress generated by subjective experiences of discrimination can affect health.
The Treachery of Images: How René Magritte Informs Medical Education, Wear and Zarconi, 2010. This article questions the role of competencies-based education and calls for more ‘naked’ teaching unattached to competencies.
How can experience in clinical and community settings contribute to early medical education? A BEME systematic review, Dornan et al., 2006. This is a BEME review of the outcomes of early clinical exposure/experiences in Medical Education. Although a modestly old document, in light of plans for the College of Medicine to incorporate early clinical experiences into the curriculum in a more formal way, this article will help to inform the doubtful and unaware and support change agents.
Evaluating pelvic examination training: Does faculty involvement make a difference? A randomized controlled trial, Pradhan et al., 2010. As medical schools continue to strive to deliver high quality education with diminishing resources, the need to evaluate long-standing teaching techniques becomes imperative. The use of gynecological teaching associates to teach pelvic exam skills to medical students is an example of an education intervention that deserves thorough evaluation. The objective was to evaluate effects of two pelvic examination training methods on OB/GYN clerkship students with respect to costs, students' performance, and perception. The two training methods produced comparable OSCE scores, and students in both groups felt more confident after training and found the training sessions to be valuable. There was a significant cost-savings associated with using GTAs for pelvic exam training.
What has changed in the evidence for early experience? Update of a BEME systematic review, Yardley et al., 2010. This study reviews evidence published from 2002 to 2008 concerning early experience for healthcare undergraduates.
Helping Doctors and Patients Make Sense of Health Statistics, Gigerenzer et al., 2008. This article provides "evidence that statistical illiteracy (a) is common to patients, journalists, and physicians; (b) is created by nontransparent framing of information that is sometimes an unintentional result of lack of understanding but can also be a result of intentional efforts to manipulate or persuade people; and (c) can have serious consequences for health". Because statistical literacy is necessary for citizens to make informed health decisions based on accurately interpreting information, it needs to be an essential component of education for the public as well as those in the medical profession.
Enhancing Evaluation in an Undergraduate Medical Education Program, Gibson et al., 2008. Program evaluation strategy at the University of New South Wales
The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective, Pena, 2009. The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain theacquisition of clinical skills.
Placing the Patient at the Core of Teaching, Muir, 2007. Student focus groups indicated that (1) community-based education showed them real life in a home context; (2) early contact with a patient enabled them to have a better understanding of patient-centred medicine; and (3) meeting a patient early in their training infused reality and continuity to their careers and a clearer understanding of the patient's condition. This article describes a patient shadowing program for undergrad medical students begun at the University of Dundee in 2005.
The shuffling of mathematics problems improves learning, Rohrer, D. & Taylor, K., 2007, discusses the results from two experiments analyzing the effects of blocked (standard format) versus randomly mixed practice, as well as massed (traditional) versus spaced (sessions which are taught over a period of time) instruction, in terms of retention. The experiments support the theory that exam performance and retention improves with mixed or shuffled practice and spaced instruction/practice.
Medical Education for a Healthier Population: Reflections on the Flexner Report From a Public Health Perspective, reviews the progress of U.S. and Canadian medical schools in addressing public health-oriented principles in the context of contemporary societal health needs, provides an update on recent efforts to address what has long been perceived as a deficit in medical education (inadequate grounding of medical students in public health), and provides new recommendations on how to create important linkages between medical education and public health.
Medical Education Reading Club
Here is a spin on belonging to a book club! We meet once a month in person and discuss informally some of the recent publications that are relevant to medical education – just for the fun of it! Let us know if you are interested
Medical Education Reading Club topics covered in the spring of 2019
February – Make it Stick (The Science of Successful learning) by Brown, Roediger and McDaniel
March – Seidel, S., Reggi, A., Schinske, J., Burrus, L., & Tanner, K. (2015). Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE Life Sciences Education, 14(4), Ar43.
April – Do More Great Work by Michael Bungay Stanier
May - Thanks for the Feedback by Douglas
June – Educating for Indigenous Health Equity: An International Consensus Statement. Available open access https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6445615/
If you are interested and from Regina, contact firstname.lastname@example.org
If you are interested in an online version of the Med Ed Reading Club, contact Cathy MacLean.
Rural Medical Education (RMED)
This U of A series is offered monthly both at an early time in the morning or an
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