2009 Previous Events

Would you like to learn practical hints on how to structure and deliver effective feedback?

Held: Wednesday, April 1, 2009
12:15–1:30 p.m.

Description
Effective feedback is crucial in medical education to sharpen learners’ skills. This workshop will provide attendees simple, practical techniques in how to formulate feedback and effectively deliver your message to learners. During the workshop, participants will be able to practice giving feedback with these techniques using standardized learners.

Objectives
Participants will be able to:

• Explain the fundamentals of feedback for medical education.
• State the six principles of effective feedback.
• Describe the four-step approach to delivering effective feedback.

Resources

• Article: “Giving Feedback”
• Handout: “Effective Feedback: Giving Better Than What You Got”
• Powerpoint: “Effective Feedback: Giving Better Than What You Got”
• Addendum: “Feedback Sandwich Analogy”

Ann Burke, M.D.
Assistant Professor,
Pediatric Residency Program Director,
Pediatrics

Gregory Toussaint, M.D.
Associate Professor,
Medical Student Education Director,
Pediatrics

Held: Wednesday, June 3, 2009
12:15–2:30 p.m.
Gandhi Auditorium, White Hall, and
281 White Hall, Computer Lab

Description
PubMed is a free database produced by the National Library of Medicine covering a variety of biomedical topics. This two-part workshop will start with a lunch and learn opportunity for participants to observe advanced search strategies and tips to make their PubMed searching more efficient and effective. A quick demo of other resources available through the Fordham Health Sciences website will also be included. The second session will be hands-on in the BSOM computer labs: participants will try their own PubMed searches or use the samples provided to test their newly acquired knowledge. The goal is for participants to experiment with at least one unfamiliar electronic resource!

Objectives
Demonstration Session: 12:15 – 1:15 p.m. (Luncheon)
Gandhi Auditorium, White Hall
Participants will be able to:

• Observe advanced PubMed search strategies and tips to increase their searching proficiency.
• Recognize and describe uses of library resources beyond PubMed.

Hands-On Session: 1:30 – 2:30 p.m.
281 White Hall, Computer Lab
Participants will be able to:

• Use advanced features of PubMed to search effectively and efficiently.

Resources

• Handout 1
• Handout 2
• Handout 3

Bette Sydelko, M.S.L.S.
Head of Reference and Instruction,
Fordham Health Sciences Library

Would you like to make your teaching more interactive, engaging and fun?

Held: Wednesday, August 5, 2009
12:15–2:30 p.m.
260 White Hall, Academic Affairs Conference Rm., and
261 White Hall, Computer Lab

Description
The Audience Response System (ARS), also known as “clickers”, is a wireless technology that allows students to anonymously respond to a question posed by the teacher during a learning session. A summary of the responses is immediately displayed, providing feedback to both the teacher and students on the level of understanding. The literature on ARS discusses its advantages, including active learning, feedback, increasing attention span and motivation. This workshop is divided into two sessions. The first session will present a variety of potential uses of ARS and explore its limitations and challenges. The second session will be hands-on, in which participants will learn that adding ARS questions to a PowerPoint is as easy as inserting a new slide!

Objectives
Demonstration Session: 12:15 – 1:15 p.m.
260 White Hall, Academic Affairs Conference Rm.
Participants will be able to:

• Identify potential uses of ARS.
• View medical education examples of ARS questions.
• Recognize limitations and challenges of ARS.

Hands-On Session: 1:30 – 2:30 p.m.
261 White Hall, Computer Lab
Participants will be able to:

• Create ARS questions in PowerPoint by using TurningPoint technology.

Patricia Hudes, M.S.I.T.
Faculty Development Director,
Academic Affairs

Would you like to fully engage your students in learning your material?

Held: Wednesday, October 7, 2009
1:00–4:00 p.m.

Description
Medical Education is placing greater emphasis on active learning: learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice. Team-Based Learning™ (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come alive. This workshop will provide participants with a real TBL™ module especially designed for health professions educators who have little or no knowledge about it. There will be little sidebar commentary until the hands-on workshop is completed, thereby ensuring that participants understand the process from the learner’s perspective. There will be no PowerPoints or introductory lecture!

Objectives
Participants will be able to:

• Explain the key components of a successful TBL™ module.
• Outline how they would construct a TBL™ module from a set of objectives.
• Describe how they might convert a course/lecture they already teach into a TBL™ module.
• Illustrate how to transform a small group into a productive learning team.

Laurel Elder, Ph.D.
Associate Professor,
Pathology

Paul Koles, M.D.
Assistant Professor,
Pathology Education Director,
Pathology

Dean Parmelee, M.D.
Associate Dean,
Academic Affairs

Previous STReME Series

2008
2007

Questions and Suggestions

For More Information

Please contact the Office of Academic Affairs

Faculty Development:

Patricia Hudes, MSIT
Director, Faculty Development

290 White Hall
(937) 775-2643

Medical Education Research:

Nicole, Borges, Ph.D.
Assistant Dean, Medical Education Research and Evaluation

290 White Hall
(937) 775-3196