The Office of Faculty Development is pleased to offer an introductory e-learning module for CBL tutors. This e-module covers a variety of topics to help you prepare for your role as a CBL tutor. Topics include:
- Background and rationale for the launch of the new Foundations Curriculum;
- What is CBL?
- How to be a CBL tutor
- Experiences and suggestions from CBL tutors involved in last year’s CBL pilots
Click link to go to E-learning module:
NB: We are aware of an issue in the emodule that allows more than one video to play at once in some browsers. We are working on fixing the issue. In the meantime, if possible, please use Internet Explorer (IE) if you are using a PC computer, and Chrome if you are using a Mac. We apologize for the inconvenience and hope to have a resolution soon.
We continue to make upgrades and improvements to this E-module. If you have previously opened the e-module or if you have difficulty with loading pages, you may need to refresh your browser. Click here to see a website with instructions on refreshing browsers: http://www.wikihow.com/Force-Refresh-in-Your-Internet-Browser
The Health Science Researcgh course is a second year course in the MD Program that provides students with an introduction to the principles of research, and is directed at helping students understand and use research to contribute to improving the health of people and populations.
The major teaching modalities employed in the HSR course are:
- E-modules - the core currciulum of he course
- small group tutorials
- the Practicum Exercise
This e-learning module is designed to help students and faculty understand the practicum exercise, a major component of the HSR course. The e-learning module will address:
- What is the Practicum Exercise?
- Why is the Practicum Exercise important?
- How will the student and tutor navigate their way through the development of the Practicum Exercise?
Click the link to view the e-learning module:
This 2-page document will provide faculty who teach large class lectures with a brief snapshot of the role of lectures in the new Foundations Curriculum and some steps to help design and deliver interactive and engaging lectures for active learning.
For those involved in teaching and assessment question writing in the Foundations Curriculum, the following video provides helpful tips for writing effective multiple choice questions.
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.
Using online learning, e-modules and other tools, the Foundations curriculum offers guided opportunities for self-regulated learning which includes in-depth instruction by teachers.
The Foundations Curriculum takes a highly integrated approach to learning where clinical medicine content is closely integrated with relevant clinical skills (history-taking and physical examination), and with basic and social sciences, as well as community and public health.
The following video explains this approach in detail:
Having multiple, smaller assessment exercises encourages students to use these as learning opportunities where they are practicing acquiring new material, retaining it, and calling it up when needed.
Our model of instruction promotes discovery learning - an approach that maximizes learning time and minimizes instruction time by focusing on inquiry-based instruction which encourages students to learn through problem-solving. Evidence has shown the success of discovery learning, when followed by direct instruction in a variety of settings. Find out more about the evidence behind discovery learning, and application to the classroom in the following video:
The new assessment model, called programmatic assessment, aligns with the Foundations Curriculum’s approach to learning and shifts the emphasis from assessment of learning to assessment for learning. It takes a holistic approach to assessment that focuses on identifying each student’s proficiency across diverse professional competencies and the identified learning outcomes throughout the Foundations Curriculum. This new evidence-informed assessment framework provides us with a complete picture of a students performance over time – not just a snap shot in time. It involves more frequent lower-stakes assessments, to ensure we are providing students with quality feedback to promote individualized student learning and to better identify and support students in difficulty.