Director of The Centre for Ambulatory Care Education (CACE) in the Women's College Hospital Associate Director of the Wilson Centre, Faculty of Medicine, University of Toronto at University Health Network
Since Flexner's time, integration of basic and clinical sciences has been a concern for medical education. As a concept, however, integration has more often been understood through opinion instead of evidence. "Curriculum integration" is a popular concept but one that has multiple and occasionally conflicting meanings. This presentation will review how curriculum integration may be misunderstood by basic science teachers and clinical teachers alike. Dr. Woods will highlight different perspectives on the concept of curriculum integration at several levels of analysis and will reconcile these perspectives using theory and evidence.
Director of Faculty Development and Assessment Programs of Rutgers Center for Teaching Advancement and Assessment Research
Peer review has been suggested as a part of faculty teaching evaluation for promotion. This workshop will share important information about peer review of teaching.
What do we mean by the peer review of teaching? To many faculty, peer review of teaching means classroom observation of one's teaching by a colleague. This is only a part of the peer review of teaching.
By drawing upon a wide array of information, course syllabi, exams, data from the student rating forms, and the like, this process can provide a robust and useful evaluation of teaching for each member of the faculty. But, the essence of a good system of peer review of teaching is that it be continuous, comprehensive, collaborative, and collegial, and based in the department.
This workshop will guide the participants through several models of peer review of teaching, classroom observation forms and formats as well as discuss the structures most useful for their own faculty and departmental needs.
Rutgers Robert Wood Johnson Medical School Faculty
As part of our continuing efforts to serve the needs of our educators and our students, Institute for Excellence in Education and School of Graduate Studies (SGS) - Biomedical Sciences (New Brunswick/Piscataway) is sponsoring a workshop on Enhancing Instruction with Technology. It is challenging to use new technologies without losing sight of our goals for student learning. An anonymous survey was sent to faculty to determine their needs. Top five instructional technologies requested by faculty from the survey would be covered during the workshop.
The workshop is organized by OIT and volunteer faculty who are well versed with these five technologies.
Conceptual Medical Education
There has been considerable recent discussion and literature on advantages of active learning modalities in health science education, especially as a way of replacing lecture for large groups. Clickers, Team-Based Learning, Games, Flipped Classroom all can enhance student engagement, learning, and retention. But which one to choose? There is scant literature on comparisons between them, yet experienced faculty know that each has strengths and weaknesses regarding faculty development and technology demands, student/faculty acceptance, and fit for student learning styles and for specific curricular topics. This workshop will actively examine these strategies with an eye towards the methods’ strengths and weaknesses, helping the attendee make decisions on which one(s) best suit their classroom or institution. The workshop will rely on the collective wisdom of attendees and of the workshop leader, who has taught in all the above methods in both pre-clinical and clinical settings.
Assistant Dean Medical Education and Faculty Development
Applications will be reviewed quarterly
March 1, 2017
June 1, 2017
September 1, 2017
December 1, 2017