Current Faculty Development Sessions:

Please use the calendar below to find out about upcoming faculty development sessions. To view more details about an event, simply click on the event.

To view a detailed list of future sessions click here.

Future Faculty Development Sessions

Digital Content and Textbooks for a Tablet-based Medical Curriculum: A Review of the iMedEd Initiative at UC Irvine, March 13, 2012 at 11:00 am in room E102 Presenter: Warren Wiechmann This webinar will take an in-depth look at the digital content being utilized in UC Irvine's iMedEd Curriculum - one of the first iPad-based medical school curriculums. Specifically, the discussion will focus on digital textbooks - platforms available, feature comparisons, and decision-making process for acquisition - as well as apps used as supplements to the curriculum.

Want Your Students to Learn More? Designing Your Courses for More Significant Learning, March 16, 2012 from 1 – 5 pm, TBA- Dr. Dee Fink Most college teachers would like their courses to be an experience in which their students achieve some kind of significant learning that lasts.  But we feel frustrated and uncertain about how to get that to happen – for more students, more of the time.           In this workshop, we will: Examine the place of instructional design in the “big picture” of teaching, Take a close look at what each of us really wants our students to learn, Systematically work through a new model of instructional design that will enable us to “design high quality learning into our courses,” and Conclude by looking at two case studies that address the question of whether this more intensive way of designing courses is worth the time it takes. The reaction of most teachers to this new model, Integrated Course Design, is quite enthusiastic, for two reasons.  It shows them why much of what they are currently doing is good, but it also identifies what they could add to their teaching that would make it even more powerful.

WebOSCE: an online tool for remote encounters between learners and standardized patients for the practice, assessment, and remediation of clinical skills. March 20, 2012 at 11:00 am in room E102 Presenter: Christof J. Daetwyler & Dennis H. Novack The novel WebOSCE technology allows learners to encounter remotely with real Standardized Patients (SPs) - using web cam equipped computers. During a WebOSCE Encounter, the learners first are given the case presentation - for example they meet with Ms. Dundee who wants to quit smoking - then they perform a smoking cessation counseling session. The SPs are trained to assess the performance using a standardized checklist. At the end of the encounter, the learners are provided with individual, constructive, high-quality feedback on each item on the scoring list. Also, they are provided with an individualized list containing learning assignments to address deficits. WebOSCE has been developed for medical students, international graduates, and out-of-training physicians who seek re-entry into the work force to assess and enhance their clinical skills competencies. Since it functions remotely, it meets the needs of those who are homebound, living in remote areas, or having a busy schedule that does not permit easily travel. See http://webcampus.drexelmed.edu/webosce for literature references and a video documentation on how WebOSCE works.

Academic Integrity: Emerging Policy & Procedural Practices, March 29, 2012 from 1:00 – 2:30 pm in E102. Presented by: Tricia Bertram Gallant, Ph.D. Description: Within the last few decades, academic integrity has become a field of its own, spirited in large part by the International Center for Academic Integrity. More recently, it has been considered "best practice" to reduce the legalism in the process and increase the education and development of students. How do you make academic integrity "front and center" in your institution? How does your campus work to reduce legalism and increase education within the integrity process? What are some strategies for changing student and faculty attitudes and behaviors about academic integrity? Join us for an interactive webinar where you will learn the language your campus should use to change the academic integrity conversation on campus. Learn to identify the possible partnerships you can build to strengthen the academic integrity movement in your college community. This webinar will address the most prominent emerging best practices and trends that will shape the academic integrity field for the next 20 years, including: infusing integrity in the reaccreditation process, establishing academic integrity offices, embedding academic integrity into teaching and learning or ethics centers, offering academic integrity education and new approaches to changing attitudes and behaviors. Objectives: Participants will learn: 1) The rule of compliance approach of the first 20 years and the more recent approach of the second 20 years. 2) Academic integrity as more than a practice of student conduct. 3) Steps to take in establishing academic integrity offices. 4) New approaches to changing student and faculty attitudes and behaviors. 5) How to link academic integrity to teaching and learning or ethics centers. 6) About academic integrity education and rating systems.

Copyright and Fair Use in terms of Social Media, April 3, 2012 at 11:00 am in room D101 Presenter: Pete Anderson Description unavailable at this time.

Online Exams: Opportunities and Challenges, April 10, 2012 at 11:00 am in room E102 Presenter: Edward Klatt The delivery of examinations for students online is now possible 24/7 worldwide. Not only formative examinations for practice with self-assessment but also summative high-stakes examinations for a grade can be provided online. This presentation will address multiple aspects of online exam development and usage. What educational resources can be made available for student self-assessment in a non-secure mode, and do they improve student outcomes? What are the institutional issues regarding development, deployment, and usage of online practice exams? For high-stakes examinations taken in a secure mode, what methods of delivery are available? How are the examination item banks developed? What kinds of questions can be placed onto these exams? What are the challenges for timely and reliable delivery of secure online exams? What are the hardware requirements? How are scores, statistical analyses, and results produced? What are the institutional personnel requirements? Problems encountered in delivery of these exams will be presented. Institutional and student advantages for adoption of online exams will be discussed.

MedAPS: AAMC's New Suite of Medical Academic Performance Services, April 24, 2012 at 11:00 am in room E102 Presenter: Robby Reynolds & Terri Cameron The AAMC is developing a new set of tools called Medical Academic Performance Servicers (MedAPS) that includes the Accreditation Standards Self-Evaluation Tool (ASSET), Curriculum Inventory Portal (CIP), and Medical Academic Performance (MAP) Dashboard. These tools optimize the use of medical education data, informing educational research and supporting continuous improvements in academic program effectiveness. Curriculum Reports provide graphical interpretations of aggregate and historical curriculum-related information based on data collected annually by the Liaison Committee on Medical Education (LCME). The Curriculum Inventory is a new tool that will greatly enhance health professions educators' options for benchmarking and educational research. Curriculum Reports and the Curriculum Inventory Portal will work together, along with other AAMC and LCME data sources, to provide demographics-based benchmarking reports and will pre-populate appropriate sections of the LCME Medical Education Database in a new system called ASSET -- Accreditation Standards Self- Evaluation Tool. The Medical Academic Performance (MAP) Dashboard will use data collected by the AAMC and LCME to provide performance reviews in medical school performance areas such as education, clinical practice, research, faculty and student recruitment and retention. Together, these resources will provide a suite of tools to assist schools with continuous quality improvement and accreditation efforts. Ultimately, MedAPS resources will be linked to MedEdPORTAL resources, including the new iCollaborative, to provide a comprehensive reporting tool.