Resources

Guidelines for Completing End of Rotation Evaluations

KEYWORDS: Guidelines, Guidelines for Completing End of Rotation Evaluations, Learner Assessment, Rotation Evaluations

CATEGORY: Clinical, Clinical Teaching – Medical Students, Learner Group, Learning Context, MD Undergraduate Program, Not Accredited, Observation and Assessment, Patient Involvement, PDF/Document, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care

This document guides clinical faculty to complete end of rotation evaluations to include comments for the Medical Student Performance Record

Year 3 End of Rotation Assessment Form

KEYWORDS: Assessment Form, End of Rotation, Learner Assessment, Year 3, Year 3 End of Rotation Assessment Form

CATEGORY: Accreditation, Clinical, Clinical Teaching – Medical Students, Learner Group, Learning Context, MD Undergraduate Program, Not Accredited, Observation and Assessment, Patient Involvement, PDF/Document, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care

A sample Y3 end of rotation assessment form

MEDD 413 WBA Direct Observation

KEYWORDS: 413, Direct Observation, Learner Assessment, MEDD, MEDD 413 WBA Direct Observation, WBA

CATEGORY: Clinical, Clinical Teaching – Medical Students, Learner Group, Learning Context, MD Undergraduate Program, Not Accredited, Observation and Assessment, Patient Involvement, PDF/Document, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care

The program used to assign direct observation for each rotation, however while clinical teaching during COVID-19, students are encouraged to be directly observed whenever they can on whichever direct observation possible. Students will still need to have the required amount DOs for each rotation. This document lists the domain titles and requirements.

Tips and Suggestions for Optimizing Webside Manner for Students

KEYWORDS: optimizing, Students, suggestions, Tips, Tips and Suggestions for Optimizing Webside Manner for Students, Webside Manner

CATEGORY: All, Clinical, Clinical Teaching – Medical Students, Family Practice Preceptors, Learner Group, Learning Context, MD Undergraduate Program, Patient Involvement, PDF/Document, Preceptor, Resource Format, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza), With patient care

Tips for optimising your webside manner through set up, introductions, non-verbal cues, and wrap up.

Virtual Session Guide for Moderators, Presenters and Participants

KEYWORDS: Moderators, Participants, Presenters, Presenters and Participants, Virtual Session Guide, Virtual Session Guide for Moderators

CATEGORY: All, All, All, Both, For All Programs, For All Teaching Contexts, Learner Group, Learning Context, Not Accredited, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, Virtual Teaching (e.g. slido, piazza)

This guide provides simple instructions for presenters, moderators, and participants to prepare for and participate in videoconference sessions.

PPE Module for Students

KEYWORDS: Module, PPE, PPE Module for Students, Students

CATEGORY: Clinical, Clinical Teaching – Medical Students, Clinical teaching (e.g. PPE), External Webpage, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Patient Involvement, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care

The UBC Continuing Professional Development team and Nick Steel, Health and Safety Advisor for the UBC Faculty of Medicine, have developed a module for all students to take prior to arriving at the clinic. This module will teach and support learners with the following:

Donning and doffing
Personal Protective Equipment (PPE)
Right to refuse unsafe work

Year 1&2 FP Patient Encounters Infographic

KEYWORDS: FP, Infographic, Patient Encounters, Year 1, Year 1&2 FP Patient Encounters Infographic, Year 2

CATEGORY: Clinical, Clinical Teaching – Medical Students, Family Practice Preceptors, Learner Group, Learning Context, MD Undergraduate Program, Not Accredited, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza), With patient care

Tips on how to deliver instruction and supervision safely and efficiently. This resource is developed by VFMP.

Piazza Guide for Instructors

KEYWORDS: Guide, Instructors, Piazza, Piazza Guide for Instructors

CATEGORY: All, All, Large Group Sessions (Lectures), Learner Group, Learning Context, MD Undergraduate Program, Not Accredited, Other, Patient Involvement, PDF/Document, Resource Format, Teacher Role, Topic, UGME, Virtual Teaching (e.g. slido, piazza), Without patient care

The Faculty of Medicine is using the Piazza platform to efficiently manage Q&A for learning sessions in MEDD 411 and 421. Students can post questions and collaborate to edit responses to these questions. Instructors can also answer questions, endorse student answers, and edit or delete any posted content.

For information on where to find the Piazza boards for MEDD 411 and 421, and how to interact with students, please see the guide.

Building Safe and Supportive Learning Environments

KEYWORDS: accredited, Building, building safe, Building Safe and Supportive Learning Environments, Environments, Equity Diversity and Inclusion (EDI), learning, Learning Environment, Safe, safe and supportive, Supportive, supportive learning environment

CATEGORY: Accredited, All, All, All, Both, For All Programs, For All Teaching Contexts, Learner Group, Learning Context, Learning Environment, Module, Patient Involvement, Resource Format, Teacher Role, Topic

This module introduces faculty to the UGME program’s student mistreatment policies and reporting process as well as provides resources for faculty to build safe and supportive relationships with their learners by fostering student resilience and well-being.

Student Mistreatment

KEYWORDS: Mistreatment, Student, Student Mistreatment

CATEGORY: All, All, All, Both, For All Teaching Contexts, Learner Group, Learning Context, Learning Environment, MD Undergraduate Program, Not Accredited, Patient Involvement, Resource Format, Teacher Role, Topic, Video

UBC Faculty of Medicine presents this video highlighting for faculty what can be perceived by students as mistreatment and what to do if a student approaches you about being mistreated.

Inclusivity in the Learning Environment

KEYWORDS: Equity Diversity and Inclusion (EDI), Inclusive, Inclusivity, Inclusivity in the Learning Environment, Learning Environment

CATEGORY: All, All, All, Both, For All Teaching Contexts, Learner Group, Learning Context, Learning Environment, MD Undergraduate Program, Module, Not Accredited, Patient Involvement, Post-Graduate Medical Education Program, Resource Format, Teacher Role, Topic

This module is informed by the Faculty of Medicine expectations for an inclusive environment, and provides guidance for faculty, learners and staff on how to address actions that are not aligned with those expectations, particularly from the perspective of bystanders or witnesses. It is aligned with UBC’s Inclusion Action Plan and the Faculty of Medicine’s position on Respectful Environments and endorsed by Dr. Maria Hubinette, Assistant Dean, Equity, Diversity and Inclusion, and Ms. Roslyn Goldner, Office of Professionalism.

Inclusivity in the Learning Environment for Research Groups

KEYWORDS: Equity Diversity and Inclusion (EDI), Inclusive, Inclusivity, Inclusivity in the Learning Environment – Research Groups, Learning Environment, research, Research Groups

CATEGORY: Clinical Teaching – Health Professional Students, Graduate & Postdoctoral, Health Profession Programs, Learner Group, Learning Context, Learning Environment, Module, Not Accredited, Other, Other, Patient Involvement, Resource Format, Teacher Role, Topic, Without patient care

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This module is informed by the Faculty of Medicine expectations for an inclusive environment, and provides guidance for research supervisors, research students and staff 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.