Resources
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Resource Library
Assessment of Teacher by Learner – FAQ
KEYWORDS: assessment of teacher, assessment of teacher by learner, faculty feedback, faculty support, FAQ, feedback on teaching, frequently asked questions, support, Teacher Assessment, teacher feedback, teacher support
CATEGORY: Clinical Teaching – Medical Students, Large Group Sessions (Lectures), MD Undergraduate Program, Not Accredited, PDF/Document, Small Group Sessions
The Undergraduate Medical Education (UGME) Program strives to provide faculty and teachers with feedback from learners on their teaching. This FAQ info sheet is for Faculty and teachers and contains common questions Educational Leads and teachers have regarding this process.
Download PDF:
AssessmentofTeacherbyLearner_FAQ_2023-08-24-V2
Peer Support Volunteer Program
KEYWORDS: feedback, feedback support, peer, peer support, peer support program, peer support volunteer program, support for teachers, Teacher Assessment, teacher feedback
CATEGORY: Clinical Teaching – Medical Students, Large Group Sessions (Lectures), MD Undergraduate Program, Not Accredited, Small Group Sessions
The Peer Support Volunteer Program aims to empower teachers to act on their teaching assessments to improve their teaching with the support of a peer. We are seeking both teachers who would like to act as Peer Support Volunteers AND teachers who would like to access this support.
Download PDF:
Peer Support Volunteer Program - Promo V8_FINAL
Introduction to OSCE
KEYWORDS: clinical examination, Examiner, examiner training, Learner Assessment, objective structured, objective structured clinical examination, osce, OSCE Examiner, OSCEs, SIMiQ, undergraduate
CATEGORY: Clinical Teaching – Medical Students, MD Undergraduate Program, Module, Not Accredited
The module orients faculty to Objective Structured Clinical Examinations (OSCEs) in the UBC Undergraduate Medical Education Program and your role as an examiner.
Years 3 & 4 Resources for Clinical Faculty and Residents
KEYWORDS: Clerkship, clinical learning objectives, Clinical Preceptors, clinical procedures, clinical procedures and patient encounters, Direct Observation, Direct Observation and Feedback and Assessment, must do, Must see, must see must doo, Patient Encounters, Pocket Cards, Resources for Clinical Preceptors, Year 3, Year 3 4, Year 3 Clerkship, Year 4, Years 3 4
CATEGORY: Clinical Teaching – Medical Students, Clinical Teaching – Residents, Collection of Resources, MD Undergraduate Program, Not Accredited
This page provides a comprehensive list of curriculum and assessment resources for Year 3 and Year 4 Clinical Preceptors including Workplace Based Assessment (WBA) Orientation, Clinical Procedures and Patient Encounters (Must DO & Must SEE), and discipline-specific Clinical Learning Objectives.
Inclusivity in the Learning Environment for Health Professions
KEYWORDS: Equity Diversity and Inclusion (EDI), health professions, health professions inclusivity, Inclusive, Inclusivity, inclusivity health professions, Inclusivity in the Learning Environment
CATEGORY: Both, Clinical, Clinical Teaching – Health Professional Students, EDI/Indigenous topics, Health Profession Programs, Health Professions, Module, Not Accredited, Patient Involvement, Small-group
About this resource
Audience, context, etc.
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Developed in collaboration with
Department of…
This module is informed by the Faculty of Medicine expectations for an inclusive environment, and provides guidance for faculty, learners and staff in the Health Professions on how to address actions that are not aligned with those expectations. It provides an introduction to inclusion and is intended to promote collaborative discussions that result in collective learning about inclusive practices.
Recognize and Respond to a Student in Crisis
KEYWORDS: concern, crises, crisis, difficulties, Difficulty, emergency, learner, learner in crisis, learner in difficulty, Learners, MDUP, Student, student in crisis, Students, support students, Supporting Learners
CATEGORY: All, Both, Clinical, Clinical Teaching – Medical Students, Large-group, Learner in difficulty, MD Undergraduate Program, Not Accredited, Orientation, Other, Pandemic & Emergency Preparedness, PDF/Document, Small-group, UGME
Created by MDUP Student Affairs and the Office of Faculty Development, this resource helps you identify and differentiate the severity of a student’s distress and enables you to guide them to the most appropriate resources and supports.
Download PDF:
Recognize_and_Respond_to_a_Student_in_Crisis
Reflection and Feedback Conversations
KEYWORDS: clinical mini module, clinical teaching, Direct Observation and Feedback and Assessment, feedback, mini module, mini modules, reflection, reflection and feedback, reflection and feedback conversations, teaching
CATEGORY: Accredited, Clinical, Clinical Teaching – Medical Students, Clinical Teaching – Residents, Feedback, Learner Group, Learning Context, MD Undergraduate Program, Module, Patient Involvement, PGME, Post-Graduate Medical Education Program, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
One of four mini modules that introduce key concepts in clinical teaching.
The previous module on Direct Observation and Feedback in a Clinical Setting dealt with types of conversations which happen in the immediacy of clinical work. Taking the time to do this module will help you enhance wider ranging feedback conversations.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Probing Clinical Reasoning through Collaborative Questioning
KEYWORDS: clinical reasoning, clinical teaching, collab, collab q, collaborative, collaborative questioning, Direct Observation and Feedback and Assessment, mini module, mini modules, probing clinical reasoning, probing clinical reasoning through collaborative questioning, teaching
CATEGORY: Accredited, Clinical, Clinical Teaching – Medical Students, Clinical Teaching – Residents, Clinical teaching (e.g. PPE), Learner Group, Learning Context, MD Undergraduate Program, Module, Patient Involvement, PGME, Post-Graduate Medical Education Program, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
One of four mini modules that introduce key concepts in clinical teaching.
This module looks at how you can probe clinical reasoning in a way that is collaborative and that helps strengthen the educational alliance between teacher and learner.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Direct Observation and Feedback
KEYWORDS: clinical mini module, clinical teaching, Direct, Direct Observation, direct observation and feedback, DO, DO feedback, mini module, mini modules, Observation, observation and feedback, teaching
CATEGORY: Accredited, Clinical, Clinical Teaching – Medical Students, Clinical Teaching – Residents, Feedback, Learner Group, Learning Context, MD Undergraduate Program, Module, Patient Involvement, PGME, Post-Graduate Medical Education Program, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
One of four mini modules that introduce key concepts in clinical teaching.
This module looks at how direct observation and feedback can serve as a guide to help learners improve clinical skills.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Co-Creating Mutual Goals
KEYWORDS: clinical mini module, clinical teaching, co-creating, co-creating mutual goals, cocreating, cocreating goals, cocreating mutual goals, educational alliance, Goal Setting, goals, mini module, mini modules, mutual goals, teaching
CATEGORY: Accredited, Clinical, Clinical Teaching – Medical Students, Clinical Teaching – Residents, Clinical teaching (e.g. PPE), Learner Group, Learning Context, MD Undergraduate Program, Module, Patient Involvement, PGME, Post-Graduate Medical Education Program, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
One of four mini modules that introduce key concepts in clinical teaching.
This module explores how to create mutual goals and develop an educational alliance with learners.
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD.
You may claim a maximum of 0.5 hours (credits are automatically calculated). This one-credit-per-hour Assessment program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 0.5 Mainpro+® credits. Each physician should claim only those credits accrued through participation in the activity.
Virtual Teaching in the Integrated Community Clerkship (ICC) – June 18th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Video, Virtual Teaching (e.g. slido, piazza)
Tips and tricks for being a virtual preceptor and teaching in the Integrated Community Clerkship (ICC) with panelists Dr. Aisha Manji, Dr. Krystine Sambor, Dr. Brian Lin, Dr. Maria Wamsley, Dr. David Nguyen, Taryn Zabolotniuk, Dr. John Pawlovich, and Dr. Eric Webber.
View Video:
https://vimeo.com/430890514
Virtual Teaching in Rural Family Practice (RFP) – June 24th, 2020
CATEGORY: Both, Clinical, Family Practice Preceptors, Learner Group, Learning Context, Patient Involvement, Resource Format, Teacher Role, Topic, UGME, Video, Virtual Teaching (e.g. slido, piazza)
Tips and tricks for being a virtual preceptor and teaching in Rural Family Practice (RFP) with panelists Dr. Marjorie Docherty, Dr. Karin Blouw, Dr. John Pawlovich, and Dr. Janet Evans
View Video:
https://vimeo.com/454419191