This document provides guidelines for the management of information relating to teaching and learning within the College of Medicine’s Undergraduate Medical Education (UGME) program. These guidelines were prepared based on research and input from student and faculty groups in the College of Medicine. Student feedback centered on receiving a consistent experience across courses and across sites with regards to communication and course materials design and delivery.
A. Information Systems
Information systems used within the UGME to manage the information related to learning needs include:
- One45 - the online curriculum management tool that is used for all UGME courses
- Black Board (BBLearn) - Blackboard can be used to provide the following advanced teaching materials delivery:
- Distribute course materials
- Announcements /Communication with students
- Online assignment distribution and submission
- Provide a platform for student group collaboration
- Deliver online quizzes and exams
- Manage student grades
- TopHat - In-class audience participation system. Designed for more detailed interaction of knowledge between faculty and students during lectures.
- ExamSoft – Software system allowing the college to facilitate locked down, closed book, computer based exams. Requires each student to own a supported laptop computer and have software installed and maintained to allow exams to be delivered and submitted without technical issues.
- Familiarize yourself with academic and technical support services both within the College (http://medicine.usask.itu/ttc) and on campus.
System of Record
One45 is the main source and the system of record for all academic and curricular information in the College of Medicine. One45 captures and schedules the curriculum.
The information one45 houses includes:
- Program, course, module, and session learning objectives
- Times, places, and facilitators of the learning sessions
- Session details – (e.g.) contact hours, type of session, name of session, large group, date/time, mandatory, recorded lecture, room number
- Course materials – syllabi, handouts, forms, logs, rubrics
“Education is about identifying what you want students to learn, providing the experiences for them to learn it, and figuring out if they learned it.” – one45 website
- Familiarize yourself with one45 and its role in distributing your lecture materials and curriculum schedule to students.
B. Curriculum Content
Learning objectives are statements of what the students will be able to do when they have completed the learning session. Your session objectives are designed to fit with the overall course objectives. Students’ exams will be based on these objectives.
Course, Module, and Session Level Objectives must be uploaded to One45 and available for students well in advance and no later than the commencement of the entire course. Exceptions would be considered on a case by case basis and reviewed by Curriculum Committee.
Objectives must drive the teaching and learning of each session; that is, faculty must teach to the objectives.
- Declare Objectives - faculty are asked to declare the objectives for each lecture at the commencement of class.
- Questions – faculty are asked to prepare short answer or multiple choice questions for each lecture to address the stated objectives. These questions are to be provided to the module director to be included in the bank of questions for student assessments.
Changes to objectives, no matter how small or large, must follow the Curricular Change Request process. The Curricular Change form must be completed and submitted if you are changing session, module, or course level objectives. Likewise, the form requests that the new objective is aligned with the other objectives in the course. For example, session objectives must align to module objectives, module objectives must align to course objectives, and course objectives must align to Program Learning Objectives.
Once the form is completed in consultation with the Curriculum Specialist, it will be forwarded to the CQRSC committee and Curriculum Committee for review. The form is then reviewed and discussed, saved in our Curricular Change repository, and new objectives are added to course syllabi, One45, roadmaps, and matrices as appropriate. Click here to obtain the Curricular Change Request Form.
C. Curriculum Delivery
- Please prepare your session well ahead of time
- Submit your slides/handouts at least 48 hours in advance of your session to your Course Administrator for posting to one45.
- Provide the session objectives as the introduction to the session
- If using PowerPoint:
- Please try to cover no more than 1 slide per minute, so the students can follow and absorb the content
- Consider the level of the students (e.g. 1st year vs 4th year). Think about what is most essential for students to learn at this level within the scope of your objectives. We are trying to focus on “teaching less, better” to help students learn core concepts well, recognizing that they will revisit most topics again during their training.
- Provide references/ sources of images, videos and additional content whenever possible to assist students in referring to and using content for learning.
- Provide separate files for images, videos and other media where necessary/possible to facilitate annotation and learning.
- Follow copyright guidelines when using content (media/text) created by other authors. Visit the University copyright management page at http://www.usask.ca/copyright/ or contact the TTC).
- Include a slide that explains/spells out all acronyms and short-forms used in your slide set.
- Students like to prepare for lectures by reviewing the slides and any materials that accompany the session.
- If you are assigning pre-reading or other preparation, please ensure pre-reading is focused, specific directions are given (e.g. references, links, page numbers) and the actual amount of time estimated for pre-reading is indicated.
- Please send instructions on required pre-reading to your Course Administrator at least 1 week ahead of your session for distribution to students.
- Student routinely type their notes within the PowerPoint slides
- Use a white background on slides to facilitate printing notes
- Use a modifiable format for handouts (e.g. PowerPoint or Word, not PDF)
- More info on effective PowerPoint presentations is available online
- Maintain consistency in file formats within the same Course/Module.
- Standardize handout naming to indicate module/session type/date or other relevant information. This is will help students in identifying, organizing and managing course materials.
- Limit corrections and updates to files which have been previously uploaded to one45. If possible provide corrections or additions as a separate addendum document. This will save students the additional cost of reprinting the entire notes file.
- If handouts or other content is housed on BBLearn, a link that content must be provided in the appropriate area on one45 so students can easily access it.
Not all material can be presented during class time. If you want students to prepare for class by doing some reading ahead of class time, please provide the readings to the UGME admin assigned to you.
- Important information to communicate to your students includes lecture updates, class announcements.
- Send all non-course-related announcements to the UGME office for large scale dissemination.
- Use the email feature provided through one45 to ensure that all students within the class or college receive your communiqué.
- Ensure that your teaching schedule is complete and accurate before the start of the upcoming term. This schedule should be submitted in advance to the UGME office.
- The one45 schedule should always contain up to date information for date, time, location, student group, and lecturer.
- All schedule changes should be reflected within the one45 curriculum schedule.
- Any last minute schedule updates such as the date/time or location should be immediately sent to the UGME office. Last minute schedule updates are those which occur within 48 hours of the scheduled session.
Distributed Medical Education (DME)
Some curriculum is delivered to medical learners at more than one site at a time through the use of videoconferencing technology. The barriers of distance and technology put participants at a disadvantage. The guidelines below have been demonstrated to enhance the learning experience for learners and instructors and have become part of the collection of best practices.
- Make sure you stay in front of the microphone and in front of the camera so the students at the second site can see and hear you.
- Ensure that each site hears questions or comments from other sites by asking students to use their desk microphones or by repeating the questions first then answering the question/comment.
- Periodically check to ensure everyone (at all sites) can still hear & see everything.
- Remind participants about the importance of their involvement.
- Consider using TopHat or other interactive strategies to engage students in the learning.
- For 2017-18 Foundations courses, a laptop will be set up on the podium at both the Regina and Saskatoon sites. This will allow students to ask questions of the lecturer at the other site during breaks or after the lecture without having to “buzz in” using the classroom microphone system.
Responsibility for this document and the guidelines enclosed are the responsibility of the Curriculum Delivery Subcommittee (CDSC). Please forward suggestions or feedback to the CDSC.
College of Medicine, University of Saskatchewan – 2012 CC BY‐NC‐SA ‐ Curriculum Delivery Subcommittee Learning Management Guidelines – v2.0
Version 2.1, August 2017