The CE must be able to:

1.    Teach effectively using different techniques within different contexts

2.    Provide effective feedback

• Official Royal College Requirements Document for Teaching and Learning Unit

• Primary Review Form (To be filled by Unit Supervisor)

• McMaster Task List for Teaching & Learning Unit

• McMaster Reading List for Teaching & Learning Unit

• Forms that need to be filled out this unit:

  • • Clinical Teaching Evaluation

    • Teaching Session Evaluation

    • Peer Evaluation Form

1. Teach effectively using at least three different instructional methods for different contexts (according to the candidate’s educational settings)

• clinical-based teaching

• large-group teaching

• workshop teaching

• small-group teaching

• one-on-one teaching

• procedural skills teaching

• e-learning

• other as appropriate

The candidate should be able to:

• describe the indications, advantages, and disadvantages of each selected method within the relevant educational contexts

• describe the theory or evidence for best practices relating to each method

• regularly incorporate best practices into his or her teaching

• discuss the common pitfalls of each selected method

• demonstrate how to incorporate the CanMEDS framework within his or her teaching

• use effective questioning techniques to foster learner engagement and effective learning

• develop a teaching plan for a planned learning activity

2.  Demonstrate a reflective education practice, by: 

• describing the principles and importance of reflective practice

• applying the principles of reflective practice in his or teaching

3. Demonstrate awareness of faculty development issues by:

• describing the unique challenges faced by teaching colleagues 

• demonstrating the ability to skillfully facilitate groups of peers

4. Demonstrate comprehension of the principles of feedback, by:

• describing the principles of good feedback

• incorporating best practices in feedback, including giving feedback in challenging settings (e.g., a learner in difficulty)

• Please refer to the McMaster Task List for Teaching & Learning Unit for a complete listing of the summative and formative assessments required for this unit. You will also need to collect a number of the following evaluations of your teaching to complete this unit’s portfolio assessment:

  • • Clinical Teaching Evaluation

    • Teaching Session Evaluation

    • Peer Evaluation Form

• Primary Review Form (To be filled by Unit Supervisor)

Clinical teaching: Medical Journal of Australia “Teaching on the run” series

• Lake FR. Teaching on the run tips: doctors as teachers. Med J Aust. 2004;180(8):415–6.

• Lake FR, Ryan G. Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust. 2004;180(10):527–8. 

• Lake FR, Ryan G. Teaching on the run tips 3: planning a teaching episode. Med J Aust. 2004;180(12):643–4.

• Lake FR, Ryan G. Teaching on the run tips 4: teaching with patients. Med J Aust. 2004;181(3):158–9. 

• Lake FR, Hamdorf JM. Teaching on the run tips 5: teaching a skill. Med J Aust. 2004;181(6):327–8.  

• Lake FR, Hamdorf JM. Teaching on the run tips 6: determining competence. Med J Aust. 2004;181(9):502–3.  

• Lake FR, Vickery AW, Ryan G. Teaching on the run tips 7: effective use of questions. Med J Aust. 2005; 182(3):126–7. 

• Lake FR, Ryan G. Teaching on the run tips 8: assessment and appraisal. Med J Aust. 2005;182(11):580–1.  

• Lake FR. Teaching on the run tips 9: in-training assessment. Med J Aust. 2005;183(1):33–4.  

• Vickery AW, Lake FR. Teaching on the run tips 10: giving feedback. Med J Aust. 2005;183(5):267–8.  

• Lake FR, Ryan G. Teaching on the run tips 11: the junior doctor in difficulty. Med J Aust. 2005;183(9):475–6. 

• Lake FR, Ryan G. Teaching on the run tips 12: planning for learning during clinical attachments. Med J Aust. 2006;184(5):238–9.  

• Lake FR, Ryan G. Teaching on the run tips 13: being a good supervisor—preventing problems. Med J Aust. 2006;184(8):414–5.  

• Lake FR, Vickery AW. Teaching on the run tips 14: Teaching in ambulatory care. Med J Aust. 2006;185(3):166-7.

Clinical teaching: selected articles

• Bandiera G, Lee S, Tiberius R. Creating effective learning in today’s emergency departments: how accomplished teachers get it done. Acad Emerg Med. 2005;45(3):253–61.

• Dent JA. AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients: Med Teach. 2005;27(4):302–15.

• Heidenreich C, Lye P, Simpson D, Lourich M. The search for effective and efficient ambulatory teaching methods through the literature. Pediatrics. 2000;105 (1 Pt 3):231–7.

• Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70(10):898–931.

• Irby DM. What clinical teachers in medicine need to know. Acad Med. 1994;69(5):333–42.

• Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. 1992;5(4):419–24.

• Reznick RK, MacRae H. Teaching surgical skills—changes in the wind. N Engl J Med. 2006;355(25):2664–9.

• Sachdeva AK. Use of effective questioning to enhance the cognitive abilities of students. J Cancer Educ. 1996;11(1):17–24.

• Vaughn LM, Baker RC. Do different pairings of teaching styles and learning styles make a difference? Preceptor and resident perceptions. Teach Learn Med. 2008;20(3):239–47.

Extra-clinical teaching

Lecturing

• Caldwell JE. Clickers in the classroom: current research and best-practice tips. CBE Life Sci Educ. 2007;6(1):9–20.

• Di Leonardi BC. Tips for facilitating learning: the lecture deserves some respect. J Contin Educ Nurs. 2007;38(4):154–63.

• Premkumar K, Coupal C. Rules of engagement: 12 tips for successful use of “clickers” in the classroom. Med Teach. 2008;30(2):146–9.

• Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: a randomized controlled trial. BMC Med Educ. 2010;10:68.

• Steinert Y, Snell L. Interactive lecturing: strategies for increasing participation in large group presentations. Med Teach. 1999;21(1):37–42.

Other

• Cook DA. Where are we with Web-based learning in medical education? Med Teach. 2006;28(7):594–8.

• Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, et al. “Teaching as a Competency”: competencies for medical educators. Acad Med. 2011:86(10):1211–20.

Reflective practice

• Johns C. Becoming a reflective practitioner: a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science; 2000.

• Schon DA. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass; 1987.

Faculty development

• Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher. 2006;28(6):497–526.

Online resources

BMJ Learning

The Expert Preceptor Interactive Curriculum (University of North Carolina School of Medicine)

London Deanery Faculty Development

Medical Education (collaborative website)

Practical Doc: by rural doctors, for rural doctors (Alberta Rural Physician Action Plan)

Principles

• Dojeiji S, Cooke L. The core: a tour of instructional methods for clinical education. In: Sherbino J, Frank JR, editors. Educational Design. Ottawa: Royal College of Physicians and Surgeons of Canada: 2011. p. 35–44.

• Thomas D, Brown JS. A new culture of learning: cultivating the imagination for a world of constant change. n.p.: CreateSpace: 2011.