This course provides those involved in educating members of the health professions an asynchronous, interdisciplinary, and interactive way to obtain, expand, and improve their teaching skills. These skills can then be applied within their own professional context, with a variety of learners, extending across many stages.
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After completing this course, learners will:
- Understand educational theory as it relates to health professions education
- Match instructional methods with desired educational outcomes
- Learn a variety of applied teaching techniques
- Share successful teaching strategies
Suggested resources will include educational videos, individual readings, recommended reference books, and crowd-sourced recommendations. All students should have dependable access to the internet with video streaming capabilities. Some students may want the ability to utilize on-line video conferencing as well.
Syllabus
WEEK 1
In this unit you will learn about adult learning theory, including learning styles and motivation, metacognition, social learning theory, and professional identity formation.
WEEK 2
In this unit you will learn about formulating Intended Learning Outcomes, including Bloom's Taxonomy, Miller's pyramid and clinical competence, and Dryfus' model of skill acquisition.
WEEK 3
In this unit you will learn about instructional design and individual assessment, including multiple-choice question writing, skill assessment, oral presentation, and rubrics and standardization.
WEEK 4
In this unit you will learn about knowledge transfer, including active learning in large lecture formats, supportive questioning, and "Big Ticket" technique.
WEEK 5
In this unit you will learn about skill development, including simulation, teaching with data, and clinical reasoning.
WEEK 6
In this unit you will learn about attitudes in instructional techniques, including reflection, feedback, and incorporating art, music, and theatre.
WEEK 7
In this unit you will learn about teaching with technology, including large lecture format, synchronous versus asynchronous formats, and high fidelity clinical simulations.
