Teaching

I’m Not Alone! The Importance of Social Connection in Teaching

I’m Not Alone! The Importance of Social Connection in Teaching

By Dr. Meera Anand on March 18, 2024

Author Dr. Meera Anand (biography and disclosures) Disclosures: The author has nothing to disclose. Disclaimer: The author has nothing to disclaim. What I did before: As a community-based physician, I started my teaching role by taking medical students and residents in my clinic independently and in isolation. I would improve my teaching skills by attending […]

Nurturing Resilience in Clinical Supervision

Nurturing Resilience in Clinical Supervision

By Michelle van den Engh and Kiran Veerapen on May 27, 2020

Providing health care is a psychologically demanding task at the best of times. Some health care providers burn out,..

Backward Course Design

Backward Course Design

By Michael Lee & Isabeau Iqual on August 8, 2017

Like many teachers, I begin to plan my course by creating course-level learning objectives and after that design the course to meet these.

Recognizing the Potential Influence of the Interpersonal Gap in Teaching

Recognizing the Potential Influence of the Interpersonal Gap in Teaching

By Douglas Cave, PhD on August 3, 2015

I was frustrated at times that the students and residents did not always follow the instructions I gave. Their work was sometimes incomplete, off topic, or plainly wrong. While this was not true for most students, it was consistently true for a few each year. Teaching about empathy for example, I would invite residents to practice doing an interview with each other using empathic reflections and they would do it incorrectly.

Open book exams – something to consider?

Open book exams – something to consider?

By Dr. Sue Murphy on July 3, 2015

One of the topics examined in my initial “professionalism” course are the bylaws and Standards of Practice of the licensing body. Bearing in mind that the end goal is that students should be able to apply these standards to practice, not just memorise them, the multiple choice question (MCQ) exam format I have used contained a typical practice scenario with a variety of possible options for action, with instructions for the student to select the “best” option.

Use exams to guide, not drive, learning; the importance of intrinsic motivation

Use exams to guide, not drive, learning; the importance of intrinsic motivation

By Dr. Linlea Armstrong on July 4, 2013

Telling our students that “it will be on the exam”, may give us a sense that the students will learn it. This line tends to get used when there is an important topic that the teacher suspects students might otherwise not sufficiently attend to. Yet the strategy is unlikely to inspire deep and long-term learning, the kind of learning that students will later be able to retrieve and apply to patient care.

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