Faculty Development Resources
A Primer for Case-Based Learning (CBL) Tutors
This 2-page document will provide you with a brief snapshot of the role of CBL in the new Foundations Curriculum, what you can expect as a CBL tutor and steps to help you prepare for delivering your CBL session.
This document also includes links to some short videos, an overview of the CBL learning activities in a typical week, and a sample preview of a virtual patient eModule, and more information on Discovery Learning.
A Primer for Portfolio Academy Scholars: Facilitated Feedback
R2C2 is an evidence-informed model for facilitating performance feedback and coaching for change that has been adapted, with permission, for use with medical students. This model is a useful resource for Academy Scholars to use during their Progress Review session.
Accessing and Using Your CBL Teaching Materials
This video has been designed for CBL tutors to provide guidance on how to access and use CBL teaching materials.
Accessing and using your Clinical Skills teaching materials
This video has been designed for CS tutors to provide guidance on how to access and use CS teaching materials.
Accessing Teaching Materials on Elentra
Adventures in Teaching: Setting up and Optimizing the Virtual Environment
The pandemic has presented us with numerous challenges, including how to create authentic, meaningful, and effective learning experiences in a virtual environment. Here are some strategies to help you set up and optimize the virtual learning environment using Zoom when facilitating small or medium sized groups.
Adventures in Teaching: Virtual Teaching
This document addresses the importance of creating small group learning environments that are inclusive, engaging, and foster effective learning. It includes strategies for facilitating small groups in a virtual environment and dealing with common challenges.
Assessing Student Professionalism
This primer provides an overview of the two ways assessment of student professionalism takes place:
(1) through competency-based professionalism assessment using the same form across the four years of the MD Program curriculum; and
(2) through the use of critical incident reports