Course Directors have access to: teacher and course evaluations data as needed through MedSIS executive reports. Available live.
Component Directors have access to: teacher and course evaluations data as needed through MedSIS executi ve reports. Available live.
Academy Directors have access to: preliminary tutor scores data, including a set of MedSIS academy based teaching reports. Available live.
Additionally, validated evaluations report produced by Office of Evaluations (including all teachers in their academies with a thorough validation process by Office of evaluations) are sent by email. This is available in the fall for the previous year.
Also, teachers have acess to published reports provided students have completed more than three teacher evaluations in MedSIS. This is available 3 months afater the course has ended. If teachers would like to have acess to this information earlier, they should contact the Course Director.
Chairs/Division Heads/Clinical Chiefs have acess to: department/site specific reports.
If you need more inormation or clarification, please email firstname.lastname@example.org .
As physician teachers, it is often challenging to maintain an appropriate balance between our dual roles as teachers/assessors and clinician. In an effort to assist students, especially students in distress or need, we sometimes find ourselves in difficult situations, when we slip into our clinical role, and student privacy and confidentiality, can be inadvertently compromised. This guideline is intended to help physician teachers navigate these potential challenging situations, maintain appropriate boundaries, while continuing to provide meaningful support to students.
The CBSL Advocacy Initiative is an assignment which requires the students who are placed at your organization to work with you to:
- Identify an issue or challenge that impacts your work and/or the populations/communities you serve
- Develop a stronger understanding of that issue or challenge
- Create a plan to advocate for change
The intention of this assignment is for students to better understand how physicians can make a difference by supporting the people they serve in key ways.
Cognitive Integration involves looking at basic and clinical sciences in an integrated AND causal way. This document outlines a series of steps a learner or a teacher may wish to follow during their preparation to think about how to discuss or facilitate a cognitive integration questions in Case-based learning (CBL) sessions.
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.
Contextual variation is when learners are exposed to the same concept in two different contexts. When building in contextual variation the concept remains the same but the context is changed, making the original concept more salient to the learner. In order to introduce variation on the concepts learned in the Case-based learning (CBL), we have been creating “what if” questions/scenarios.
This primer has been designed for curriculum developers and CBL tutors to provide guidance around how to design and how to teach using "what if" scenario questions.