Faculty Development

Explore What We Can Do For You

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Faculty Development Formats

Current Workshop Menu

Explore our list of current session options below, or reach out so we can create a custom learning experience that meets the needs of your institution.

The Essential Flipped Classroom Active Learning Course

New knowledge is actively constructed in the mind of the learner, and effective teaching methods must support this. Through flipped classroom active learning, the learner can build upon prior knowledge and develop meaningful understanding that supports the application of knowledge to problem solving. Through an interactive, case-based learning format, the facilitators will guide an exploration of the challenges of revising or renewing one’s current content and teaching methods. Participants will gain foundational knowledge of the flipped classroom active learning approach and develop a plan to put their knowledge into practice at their home institution.

Participants will be able to:

• Apply essential teaching and learning principles to educational practices.
• Create session plans and resources that align with best practices in instructional design.
• Construct integrated, flipped classroom, active learning experiences that support the application of knowledge.

Level: Introductory

Time Frame: 90 minutes

Promoting Meaningful Learning through Active Learning

Meaningful learning is necessary to apply and integrate knowledge to solve clinical problems. To promote meaningful learning educators must identify learning outcomes and design classroom activities which support learner achievement of those outcomes. Using backward design, participants will identify a topic within their discipline, draft a learning outcome, and design an instructional activity that supports achievement of the outcome. The facilitators will demonstrate how to align instructional activities with intended learning outcomes based on the use of Blooms verbs and distribute a menu of active learning activities beyond what is commonly used in health professions education. In result, participants will create a tangible plan that they can employ at their home institutions.

Participants will be able to:

• Describe how mental schema are used to organize new and prior knowledge for recall and problem-solving. 
• Differentiate learning outcomes from learning objectives, according to their definitions, purposes, and best practices in the generation of each. 
• Explain the rationale, benefits, and three stage process of backward design. 

Level: Introductory

Time Frame: 90 minutes

Enhancing Integration through Team Teaching

Enhanced integration of basic and clinical sciences at the session level promotes meaningful knowledge connections for increased retrieval in clinical settings.  In this session, participants will learn about team teaching models and how to apply them to achieve enhanced session-level integration.  Facilitators will introduce an integration rubric as a tool to evaluate and improve upon session-level integration.  Facilitators will introduce strategies to enhance cognitive integration by optimizing the design and delivery of key content.  In addition, facilitators will explore the challenges and solutions to implementing team teaching in integrated curricula.

Participants will be able to:

• Differentiate the levels of integration within curricula, courses, and individual sessions.
• Articulate the need for enhanced integration and the role of team teaching in achieving cognitive integration.
• Map current practices and new ideas to the integration rubric.

Level: Intermediate

Time Frame: 90 minutes

Engaging Medical Students in Peer Teaching

Modern medical students are expected to be agentic learners in order to maintain educational development throughout their career. A growing trend in medical education is the empowerment of this philosophy by directly involving students in curricular design and delivery. Peer teaching is an educational concept in which one student teaches one or more fellow students, while they themselves continue to learn. Peer-led sessions aim to enhance collaboration, independent thinking, and interactions amongst colleagues.

In this session, facilitators will introduce the concept of peer teaching and share a multi-year model for engaging medical students in curriculum delivery and educational scholarship. Participants, including faculty and medical students, will work in small groups to complete a template that will help them to organize their educational interventions and plan out their peer-led educational session/module. The goal is for participants to develop a peer-led educational intervention for implementation at their home institutions.

Participants will be able to:

• Demonstrate an understanding of the role of medical students in curriculum design and implementation.
• Articulate a plan for engaging medical students in curriculum delivery.
• Develop an approach to assess a curricular intervention for educational scholarship.

Level: Intermediate

Time Frame: 90 minutes