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.
This primer is designed for Longitudinal Integrated Clerkship (LInC) Preceptors to provide some helpful strategies for working with, supporting and giving feedback to students in the LInC program.
The following Indigenous health video provides an introduction to the meaning and importance of cultural safety, and outlines major issues in Indigenous history that teachers need to be aware of as well as priority health concerns for Indigenous patients.
The following LGBTQ health video provides an introduction to some of the terminology around LGBTQ health, touches on historical milestones in the LGBTQ community as well as major health issues for people who identify as LGBTQ, and summarizes assumptions that should be avoided as well as issues one should be mindful of when interacting with students and patients from the LGBTQ community.