Resources
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Resource Library
Years 3 & 4 Workplace Based Assessment (WBA) Orientation
KEYWORDS: Assessment, Assessment Orientation, WBA, WBA orientation, workplace based assessment, Year 3, Year 3 4, Year 3 Assessment Orientation Module, Year 4, Years 3 4
CATEGORY: Clinical, Clinical Teaching – Medical Students, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Observation and Assessment, Orientation, Patient Involvement, Preceptor, Resource Format, Teacher Role, Topic, UGME, With patient care
This module will provide an overview of Workplace Based Assessment (WBA) in Years 3 & 4 of the MD Undergraduate Program (MDUP). It provides an overview of programmatic assessment modalities used in the MDUP Program and then looks at specific aspects of WBA including filling out a Direct Observation from.
Competency by Design (CBD): Resident Training & Assessment
KEYWORDS: Assessment, CBD, Competency, Competency by Design, Competency by Design (CBD): Resident Training & Assessment, Resident Training
CATEGORY: Accredited, All, Competency By Design, Learner Group, Learning Context, Module, Patient Involvement, PGME, Post-Graduate Medical Education Program, Preceptor, Program Director, Resource Format, Teacher Role, Topic, Without patient care
About this resource
Audience, context, etc.
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Developed in collaboration with
Department of…
This module introduces British Columbia’s clinical teachers to the new, national Competency-Based Medical Education (CBME) system, Competency by Design (CBD) for the training and assessment of residents. We will cover what CBD is, the rational for CBD’s implementation, and then how it will change your role as a medical educator.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada and has been approved by UBC CPD for up to 1.5 MOC Section 1 Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.
Teaching Perspectives Inventory
KEYWORDS: Inventory, Perspectives, teaching, Teaching Perspectives Inventory
CATEGORY: All, All, All, Both, External Webpage, For All Programs, For All Teaching Contexts, General (e.g. TPI), Learner Group, Learning Context, Not Accredited, Other, Patient Involvement, Resource Format, Teacher Role, Topic
About this resource
Audience, context, etc.
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Developed in collaboration with
Department of…
The Teaching Perspectives Inventory (TPI) is a free survey that asks teachers to reflect on their teaching beliefs, intentions, and actions. The TPI then generates a report highlighting the teacher’s dominate, moderate, and recessive teaching perspective. The TPI survey has been used internationally for teacher’s individual reflection and for groups of teachers to reflect on their collective teaching perspectives.
View Webpage:
http://www.teachingperspectives.com/tpi/
Flexible Enhanced Learning (FLEX) Orientation
KEYWORDS: FLEX, Flexible Enhanced Learning, Flexible Enhanced Learning (FLEX) Orientation, Orientation
CATEGORY: FLEX/FOS Advisor, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Orientation, Patient Involvement, Resource Format, Small Group Sessions, Small-group, Teacher Role, Topic, UGME, Without patient care
This module will introduce UBC Undergraduate Medical Education (UGME) faculty to their role in the Flexible Enhanced Learning (FLEX) course spanning across – MEDD 419, MEDD 429, and MEDD 449.
Foundations of Scholarship (FoS) Orientation
KEYWORDS: FoS, Foundations of Scholarship, Foundations of Scholarship (FoS) Orientation, Orientation
CATEGORY: FLEX/FOS Advisor, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Orientation, Patient Involvement, Resource Format, Small Group Sessions, Small-group, Teacher Role, Topic, UGME, Without patient care
This module will introduce UBC’s Undergraduate Medical Education (UGME) faculty to their role in the Foundations of Scholarship (FoS) – MEDD 419 course.
Portfolio Coach Orientation
KEYWORDS: Coach, Orientation, Portfolio
CATEGORY: Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Orientation, Patient Involvement, Portfolio Coach, Resource Format, Small Group Sessions, Small-group, Teacher Role, Topic, UGME, Without patient care
This module introduces Portfolio Coaches to their role.
Case-Based Learning (CBL) Tutor Training
KEYWORDS: case based, Case-Based Learning, CBL, cbl training, cbl tutor, Training, Tutor, tutor training
CATEGORY: CBL Tutor, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Other, Patient Involvement, Resource Format, Small Group Sessions, Small-group, Teacher Role, Topic, UGME, Without patient care
This module outlines Case-Based Learning (CBL) in UBC’s Undergraduate Medical Education (UGME) program, including the roles of the tutor and student, and tutor resources and contacts.
Introduction to Small Group Facilitation
KEYWORDS: Facilitation, Introduction, Introduction to Small Group Facilitation, Small Group
CATEGORY: CBL Tutor, Facilitation/Active learning, Learner Group, Learning Context, MD Undergraduate Program, Module, Not Accredited, Patient Involvement, Resource Format, Small Group Sessions, Small-group, Teacher Role, Topic, UGME, Without patient care
About this resource
Audience, context, etc.
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Developed in collaboration with
Department of…
This module describes the importance of small group learning in medical education and the role of small group facilitators in UBC’s Faculty of Medicine. It introduces some strategies for creating a safe learning environment, managing the dynamics of a small group, addresses common facilitation challenges raised in student assessment of teacher data, and includes tips from experienced facilitators.
Inter-City Rounds Facilitation Guide
KEYWORDS: Facilitation, Guide, Inter-City, Inter-City Rounds Facilitation Guide, Rounds
CATEGORY: Clinical Teaching – Medical Students, Clinical Teaching – Residents, Facilitation/Active learning, Large-group, Learner Group, Learning Context, Lecturer/Presenter/Facilitator, Lectures & Presentations, Not Accredited, Patient Involvement, PDF/Document, PGME, Post-Graduate Medical Education Program, Resource Format, Teacher Role, Topic, Without patient care
Techniques for setting up, moderating and closing a respectful and inclusive discussion.
Download PDF:
Inter-City-Rounds-Facilitation-Guide
Land/Territory Acknowledgment
KEYWORDS: Acknowledgment, land, Land/Territory Acknowledgment, Territory
CATEGORY: All, All, Both, EDI/Indigenous topics, For All Programs, For All Teaching Contexts, Large-group, Learner Group, Learning Context, Not Accredited, Patient Involvement, PowerPoint, Resource Format, Small-group, Teacher Role, Topic
About this resource
Audience, context, etc.
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Developed in collaboration with
Department of…
Doing a land/territory acknowledgement helps insert an awareness of indigenous presence and land rights in everyday life. This quick guide describes how to create and deliver a digital land/territory acknowledgement and why it is important to promote awareness. Using this resource will also help ensure that making a land/territory acknowledgement is a genuine and meaningful act.
Download PowerPoint:
Digital-Territorial-Acknowledgement-V6-Final
Virtual Teaching
KEYWORDS: learning, teaching, Virtual, Virtual Teaching
CATEGORY: For All Programs, Not Accredited, Virtual Teaching
The guide provides simple instructions for presenters, moderators, and participants to prepare for and participate in videoconference sessions.
Download PDF:
VC Session Guide - with technical instructions