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Transcript of UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
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8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
1/8MedEd /eNews [1]
Electronic Newsletter onElectronic Newsletter on
faculty & residentfaculty & residentinstructional developmentinstructional development|||Med///Ed eNew
Scoop
Residents as Educa-
tors (RAE) Programnew acvity
report form online!
Read more
TWTWorkshop with Mike Grith, MS
27 February 2014
9-11 am MDL-3116
DoceriCreate presentaons
with your iPad!
Check out theseonline tools for
enhancing learner
engagement:
Poll Everywhere
Doceri
Socrave
Instruconaltechnology
EBM Search Tools
AMES/OMSE FID
Series 2013-14
Videos online!
Issue 07FEB 2014 Editor Karen Spear Ellinwood, PhD, JDEditor Karen Spear Ellinwood, PhD, JD
Connued on page 4
Volume 2
2.072.072.07
Grading is a form of assessment, but
assessment is not always about
grading. What qualifies as assess-
ment may differ from one faculty member to
another.
In the AMES/OMSE FID Series seminar in Janu-
ary 2014, one of the presenters, Susan Ellis,
EdS, Program Manager for Assessment of Stu-dent Performance, asked the faculty audience
to identify whether assessment was the equiv-
alent of grading. Half the respondents said they
were pretty sure that assessment was not
equivalent to grading, while 38% asserted that
they were absolutely certain this is false.
Ms. Ellis was checking in with her audience to
determine their understanding of the term
assessment before starting the presentation. In
other words, she began the seminar on assess-
ment with assessment.
Formative Assessment
Strategies for Class-
room and Clinical
Contexts
This quick check told Ms. Ellis there was varia-
tion in the degree of certainty with which par-
ticipants believed assessment was not the
equivalent of grading, but it did not clarify the
reasoning behind these responses. That Ms.
Ellis did in a brief exchange with the audience,
thereby demonstrating a learner-centered
approach to assessment and emphasizing an
easy and efficient way to use assessment in a
formative mannerallowing educators to offer
informed responses to learners.
What is Assessment?As I said earlier, grading is a form of assess-
this isCover: Formave Assessment Stra
The Scoop: RAE Program
Resident Development with Dr. Pritchard
FEATURE (connued
Save the dat
Karen Spear Ellinwood, PhD, JD, EdS
Assessment = Grading
Im prey sure it is false. 50%
I have no idea whether its true or
false.
13%
Im absolutely certain this is false. 38%
http://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsehttps://vimeo.com/58654310https://vimeo.com/58654310http://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/instructional-techhttp://fid.medicine.arizona.edu/technology/instructional-techhttp://omse.medicine.arizona.edu/edtechhttp://omse.medicine.arizona.edu/edtechhttp://fid.medicine.arizona.edu/fid-series/13-14http://ahsl.arizona.edu/ebdm-cerhttp://omse.medicine.arizona.edu/edtechhttp://fid.medicine.arizona.edu/technology/instructional-techhttp://fid.medicine.arizona.edu/technology/audience-responsehttps://vimeo.com/58654310http://fid.medicine.arizona.edu/technology/audience-response -
8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
2/8
Med Ed eNews has 2,613 reads
through Scribd.com, our
publishing host!, in addion to
the UA COM faculty readers. If
you would like to submit a
piece, please follow these
guidelines:
1) 1000 words maximum;
2) Address issues relevant to
teaching, assessment or
technology in classroom
or clinical sengs;
3) Include references to
scholarly works on
(medical).
SUBMISSION GUIDELINES
MedEd /eNews [2]
Contact OMSE
Forone-on-o
ne&groupin
-
structionald
evelopment
for
departments
orindividual
faculty,inclu
dingprecept
ors
&residents!
Find outmore
The UA COM instruconal development poli-
cyrequires all residents to parcipate in the
Residents as Educators [RAE] orientaon to
teaching and complete about 2 hours of in-
struconal development acvies each year for
the duraon of their residency.LCME requires
UA COM to maintain central records docu-
menng aendance and compleon of this
requirement by all residents who teach medical
students. OMSE documents such aendance
for RAE events it sponsors.
The RAE Program provides support to residents
and residency program directors in ensuring
resident compliance with the FID policy in two
ways. First, the RAE Program can develop and
conduct instruconal development acvies
that sasfying the policy requirement for resi-
dents to parcipate in ongoing educator devel-
opment throughout their residencies. Second,
the RAE Program can assist residency program
directors or departments in creang their own
programming to sasfy the requirement.
RAE Program workshops addressa wide range
all for submissionsWould you like to share your ide-
as or experiences about developing
or enhancing clinical or classroom
teaching and assessment practices?
Please submit your
manuscript to Karen
Spear Ellinwood.
TheRAE Program hasgot-
tenofftoa
greatstart
with5depar
tmentsdeve
l-
opingresiden
tsaseducat
ors
programming
.
Find outmore >>>
Scoop | Residents asEducators Programof topics covering four ACGME competencies:
Pracce-based learning and Improvement;
Interpersonal and Communicaon Skills; Pro-
fessionalism; and Systems-based Pracce.
The RAE Program does not assumewhich skillsresidents ought to learn or improve. Instead,
we conduct a faculty instruconal develop-
ment (FID) needs assessment to idenfy teach-
ing strengths as well as pracces in need of
improvement, in close collaboraon with de-
partments, residency program and clerkship
directors.
The RAE needs assessment involves up to four
sources of data: (1) Self-assessment survey by
residents; (2) Careful review of de-idened
student feedback surveys or clerkship evalua-
ons; (3) Direct observaons of resident teach-
ing; and (4) Input from residents and clerkship
program co-directors.
We provide a report of the needs assessment
to the Residency Program Director, who then
decides whether to request that we develop a
workshop based on the assessment or for as-
sistance in developing program-sponsored RAE
acvies.
LCME Standard ED-24 also requires the College
of medicine to centrally monitor whether resi-dents are complying with the policy. To ensure
compliance, we are asking Residency Program
Directors to:
Maintain aendance records and docu-
ment the number of hours and residents
who parcipate in department or pro-
gram-sponsored instruconal develop-
ment acvies; and
Report this informaon to OMSE by the
end of May each year.
[NOTE: Download informaon cardwith acve
links and QR codes to take you to the appropri-
ate forms]
SupportDepending upon your residents needs or re-
quests, instruconal development acvies
may be conducted one-on-one, in small groups
or larger groups, using interacve methods of
teaching and learning. [Connued on p. 3]
http://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfmailto:[email protected]?subject=Submission%20for%20Med/Ed%20eNewshttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfhttp://fid.medicine.arizona.edu/clinical-educators/rae-programmailto:[email protected]?subject=Submission%20for%20MedEd%20eNewshttp://fid.medicine.arizona.edu/content/fid-request-formhttp://omse.medicine.arizona.edu/fidcalendar -
8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
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Support for
Residents
MedEd /eNews [3]
Resident evelopment
Gail Pritchard, PhD
Senior Interim Learning Specialist
Oces of Medical Student
Educaon and Graduate Medical Educaon
[520.626.2390]
The goal of the presentaon is to oer two learner -
centered models of bedside teaching. One is based
on the UA COM Sociees pro-gram mentoring model
and the other is Paent-centered rounding for
learner centered bedside teaching.
The presentersprefer an interacve seminar
experience, and encourage quesons and discussion.
Bedside Teaching
FID Series #8Date: 3 March, 2014
Time: 10:00 11:30 am
Locaon: COM-3230
RSVP: Click on RSVP stamp
Refreshments will be
served.
dents and fellows that focus on developing
learning strategies, test-taking strategies,
and organizaon and me management
strategies, and enhancing presentaon
skills, such as in learning strategies fro im-
proving how to present Grand Rounds.
Visit the Resident Development
site
The Oce of Resident Developments
mission is to provide educaonal support
in a structured environment for helping
Residents and Fellows achieve their educa-
onal goals. The ORD provides individual
support for developing: A curriculum vitae and cover leer
An appropriate study schedule for
STEP 3, in-Service exams, and specialty
boards
Communicaon skillsi.e. Giving/
receiving feedback, developing presenta-
on skills
Projectsi.e. Eciently reading and
reviewing research arcles; synthesizing
literature into comprehensive reviews;
eecve preparaon for group presenta-
ons
Strategies for learning content materi-
al related to exams
Strategies for test-taking
The ORD also provides department level
support by conducng workshops for resi-
RAE Program FeedbackResidents and program directors will be asked
to evaluate the RAE acvies and suggest
improvements or request addional support.
ContactT. Gail Pritchard, PhD
520.626.2390
Karen Spear Ellinwood, PhD, JD
Ph. 520.626.1743
Scoop [connued from p. 2
mailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultyhttp://fid.medicine.arizona.edu/clinical-educators/rae-programs/faqhttp://fid.medicine.arizona.edu/content/rae-program-requesthttp://fid.medicine.arizona.edu/content/fid-series-rsvphttp://fid.medicine.arizona.edu/content/fid-series-rsvpmailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultyhttp://fid.medicine.arizona.edu/resident-development/homemailto:[email protected]?subject=I%27d%20like%20to%20know%20more%20about%20the%20Office%20of%20Resident%20Development -
8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
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[Connued from page 1|COVER]
MedEd /eNews [4 ]
ment but assessment does not always take the form of grading. Ms. Ellis described assessment as gathering and making judgments about da-
ta. In the case of student assessment, assessment is a data -based judgment about student performance. In addition to measuring student
performance, Ms. Ellis identified several other ways in which educators use assessment strategies, including:
Accountability for accreditation;
Curricular revision;
Program evaluation; and
Evaluate teaching.
Assessment may be summative or formative. While it may also be used to improve future performance, summative assessment provides a
final evaluation of performance.
Formative assessment is specifically intended to generate feedback on performance to improve and accelerate learning (Sadler, 1998), (Nicol
& Macfarlane-Dick, 2006). Therefore, it is conducted at a time that allows the educator to offer feedback to the student and suggest action for
improving performance. Formative assessment can support self-regulated learning, that is, the active monitoring and regulation of the learn-
ing process (Pintrich & Zusho, 2002;Nicol & Macfarlane-Dick, 2006).
Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor,
regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the
contextual features of the environment. (Pintrich & Zusho, p. 64).
Self-regulation, then, requires the learner to be conscious of the end -goal for participating in a given academic activity, e.g., to learn specific
knowledge, procedure or skill, or earn credentials. Formative assessment can help remind students of what those goals are because every as-
sessment activity should be related to at least one learning objective. Nicol & Macfarlane-Dick (2006,205) identified seven principles for good
feedback practice aimed at developing or enhancing the learners ability to self-regulate:
1) Helps clarify what good performance is (goals, criteria, expected standards);
2) Facilitates the development of self-assessment (reflection) in learning;
3) Delivers high quality information to students about their learning;
4) Encourages teacher and peer dialogue around learning;
5) Encourages positive motivational beliefs and self-esteem;
6) Provides opportunities to close the gap between current and desired performance;
7) Provides information to teachers that can be used to help shape teaching.
The strategies below are examples of formative assessment, which Ms. Ellis presented in the FID Series seminar in January 2014.
Strategies for Formative AssessmentSusan Ellis, MA, EdS, and Kristi Grall, MD, MHPE, FACEP, co-presented on issues of formative assessment in classroom and clinical contexts. She
recommends the guide for assessment of student performance, Classroom Assessment Techniques,from which she drew the example strate-
gies here. Although the assessments were designed with classroom instruction in mind, faculty could adapt any of the assessments to a clinical
setting.
Ms. Ellis recommended three strategies, all of which she descried as learner-centered but directed or conducted by the instructor and context-
specific. The purpose is to offer the instructor as much information as possible to discern whether the learners are ready to wrestle with the
material to be presented or whether additional foundation ought to be laid, or to clarify misconceptions, and offer students opportunity to
engage in reflective thinking or to organize their thinking on a particular topic. These 3 strategies are: 1) Misconception/Preconception Check;
2) Categorizing Grid; and 3) Minute Paper.Strategy No. 1: Misconception/Preconception CheckTo monitor whether students are grasping the material as you present it or to check to see whether students
share similar and correct understanding of the basic material before moving on, faculty can perform the miscon-
ception/preconception check. Question types that can be used include: fact recall or attitude polls. Students
receive instant feedback on how they performed and the instructor has the opportunity to f ill in
the gaps in knowledge that became evident in the polling process.
You can do Misconception/Preconception Check the old-fashioned way by asking questions and calling for a vote by a show of
hands or display of cards with lettered responses. With the availability of free and easy-to-use audience response software,
http://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://fid.medicine.arizona.edu/fid-series/13-14http://fid.medicine.arizona.edu/fid-series/13-14http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://fid.medicine.arizona.edu/fid-series/13-14http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090 -
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Ms. Ellis demonstrated how faculty can employ ARS like Poll Everywhereto perform this check [see box, page 6, for more information].
Poll Everywhere allows you to pose the question by embedding the poll into a slide in your presentation (Figure 1), and then gather and display
student responses in real time (Figure 2). The added advantage of using a polling software is that you may demonstrate change in perception,
attitude or factual understanding by giving the poll again after the learning experience and enabling the students to compare their preconcep-
tions to their post-learning understanding of the material (Figure 3).
Strategy No. 2: Categorizing GridThe categorizing grid is simple technique that instructors can perform at
the beginning rend of a session or experience to assess skill in analysis
and critical thinking. The instructor creates a simple grid and asks stu-
dents to identify medical conditions as belonging to one or another of
specified and distinguishable categories (Figure 4, below).
Such grids can be used to assess recall, however they can be used to
promote metacognitive engagement by asking students to generate a
taxonomy of related and differentiated concepts.
Strategy No. 3: Minute Paper The minute paper is just what it sounds like: a narra-
tive reflection on the learning experience in which
the student writes for about on minute. In keeping
with a before-during-after educational framework to
promote reflection before, in and on learning experi-
ences, the minute paper invites the student to re-flect on an experience to describe the: 1) most important thing they
learned that day; and 2) one thing they still do not understand well.
The minute paper allows the educator to gauge, then, whether the
student needs further clarification before moving on to the next topic.
In other words, this strategy enables educators to offer targeted feed-
back. This particular strategy can be also used in clinical settings by
asking students to write a reflective narrative at the end of each clerkship week, for example, to capture gaps in medical knowledge or skills. This
would afford clinical educators sufficient time to address the gaps in learning before the clerkship ends. Minute papers could be submitted via
email or using Poll Everywhere audience response software (see, box at page 6).
[Connued from page 4|COVER]
Figure 1
Figure 3
Figure 2
Figure 4
MedEd /eNews [5 ]
http://polleverywhere.com/http://polleverywhere.com/http://polleverywhere.com/ -
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Developmental Assessment in Clinical EnvironmentsAssessment in clinical environment has similar uses and implications. It may be done to: 1) set stand-
ards for performance; 2) gather evidence of progress in physician, resident or medical student develop-
ment; 3) support promotion or advancement; and 4) establish a reliable way to comparatively rank
performance. A problem that may occur is that assessment may become or seem as though it is a pop-
ularity contest. Dr. Grall encourages clinical educators, then, to move away from global evaluations
and toward using assessments that offer contextualized, concrete feedback to the student or instruc-
tor.
In an AAMC study of 100 residency program directors using global assessment of medical resident per-
formance, they found only two core competence areas were meaningfully assessed (Silber, et al. 2004).
Dr. Grall recommends clinical educators use a developmental scale that assesses performance on spe-
cific tasks or with respect to particular expectations aligned with each of the six ACGME competence
areas. The aims is to help identify students or residents in danger of failing, who cannot perform a
physical or take patient history effectively, or demonstrate unprofessional behaviors. Dr. Grall argues
that a developmental scale is compatible with ACGMEs Next Accreditation System, based on mile-
stones, and consistent with Maslow stages of competence.
Dr. Grall also encourages clinical educators to assess learners in real time, closer to he event and at the
bedside, when possible, and to integrate technology in the assessment process. Technology can be
used to gather and preserve the data, and generate a tracking system of assessments.
Dr. Grall, with other physicians in the Department of Emergency Medicine, developed an app to pro-
mote and track assessment of medical residents in real time. Residents use their smart phones to open
the app and submit a request for an evaluation of their performance of a specific task and specify an
attending to do the assessment. The Reviewer receives an alert and opens the app to complete the
assessment indicating a rating, its affiliated milestone and allowing for additional comments.
This app is in beta testing now. So far the Emergency Medicine physicians and residents using this app
have found that it tends to stimulate discussion between the attending and resident, encourages be-
havior-specific assessment that offers more concrete, formative feedback and allows for differentiation
of expectations since performance is scaled from novice to expert. The app also tracks which clinical
experiences must be assessed, how many have been assessed to date, and which ones remain in need
of assessment. The app also allows for peer and self-assessment.
Next steps for enhancing this assessment app include conducting an inter-rater reliability study and
developing training tools for the appropriate use of the app in clinical circumstances. The audience had
a great deal of interest in the inter-rater reliability question and brainstormed a few ideas for moving
forward with such a study.
If you would like to learn more about incorporating assessment strategies in your teaching practice,
please contact Susan Ellis, MA, EdS.
If you have questions about the Emergency Department development assessment app, please contact
Kristi Grall, MD, MHEP, FACEP.ReferencesNicol DJ & D Macfarlane-Dick. Formative assessment and self-regulated learning: A model and seven
principles of good feedback practice. Studies in Higher Education, 31:2, 199-218; 2006.
Pintrich PR & A Zusho. Student motivation and self-regulated learning in the college classroom, in: J. C.
Smart & W.G. Tierney (Eds) Higher Education: handbook of theory and research17:2002,pp 55-128, NY: Agathon Press; 2002.
Silber CG, TJ Nasca, DL Paskin, GF Eiger, M Robeson & JJ Veloski. Do Global Rating Forms Enable Program Directors to Assess the ACBME Compe-
tencies? Academic Medicine, 79:6, June; 2004.
[Connued from page 5|COVER]
MedEd /eNews [6 ]
Poll Every-
whereIs an audience response
software that enables instructors to monitor student progress du
ing before, during or after a learning exp
ence. It can be used in lectures or clinica
situations. Find out more!
Poll Everywhere can be used on a M
or PC (non-Mac) computer.
Students may use cell phones, smar
phones, iPads or laptops to respond
A free account gives you access to
nearly all the polling features excep
Discourse Questions, and limits the
number of responses per poll to 40
Any instructor affiliated with the Ar
na Health Sciences Center colleges
may gain access to these premium
features by contacting Mike Griffith
MS, Associate Director, AHSC BioCo
munications.
Contact Karen Spear Ellinwoodif yo
would like to learn how to use Poll
Everywhere..
http://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://fid.medicine.arizona.edu/content/fid-team-news/ellishttp://fid.medicine.arizona.edu/content/fid-team-news/ellismailto:[email protected]?subject=Inquiry%20about%20assessment%20appmailto:[email protected]?subject=Inquiry%20about%20assessment%20apphttp://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsemailto:[email protected]?subject=Inquiry%20about%20Poll%20Everywhere%20accounthttp://fid.medicine.arizona.edu/content/fid-team-news/ksehttp://fid.medicine.arizona.edu/content/fid-team-news/ksehttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/content/fid-team-news/ksemailto:[email protected]?subject=Inquiry%20about%20Poll%20Everywhere%20accounthttp://fid.medicine.arizona.edu/technology/audience-responsehttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090mailto:[email protected]?subject=Inquiry%20about%20assessment%20apphttp://fid.medicine.arizona.edu/content/fid-team-news/ellishttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspx -
8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
7/8
[Teaching with Technology|TWT]
MedEd /eNews [7 ]
Web-based tools for
teaching & learning
Please check out our website for faculty instruconal development! More resources; new look & feel! Click the image below
3D Brain Notability AnkiMobile Flashcards iAnnotate
Sound Builder ED Radiology 2.0
Technology TipsOMSE provides a variety of oppor-
tunies for faculty to enhance
teaching and assessment pracc-
es, including how to incorporate
technology into planning, teaching and formave
assessment. Our new FID website contains many
materials, strategies and ideas for podcasng, in-
quiry-based learning strategies.
The TWT Workshop Series is a program for advanc-
ing faculty knowledge and skills in how to integrate
technology into everyday teaching pracce. The SOS
Workshop Seriesoers indirect faculty support by
providing hands-on guidance to support stablock
and clerkship coordinators, for example, in learning
how to use oce soware more eciently and
eecvely.
The Teaching with Technology (TWT) Series oers six
2-hour workshops throughout the year and covers a
variety of apps for clinical and classroom teach-
ing. Below is the Series line-up:
1) Poll everywhere, audience response soware as
polling technology [9 October 2013]
2) Doceri as remote presentaon app [9 December
2013]
3)
Creang presentaons with your
iPad!
4) Flipping: Using Panopto to distribute your di-
dacc material ahead of class
5) Creang self-assessments using Apples iBook!
6) Building online learning: using the AHSL studio.
Some of these applicaons can be accessed by using
the icons above (upper right). The feature arcle of
the December issue of Med/Ed eNews summarized
the purpose and funconality of these apps in greater detail (see Vol.2, No. 5).
Mike Grith, MS, Associate Director of AHSC BioCommunicaons, is the primary facili-
tator for all TWT Workshops. Mr. Grith has a masters degree in educaon technology
and many years experience working with a wide variety of devices and applicaons in
the medical educaon context. Karen Spear Ellinwood, PhD, JD, OMSE Faculty instruc-
onal development, assists Mr. Grith during workshops and provides follow-up tech
support for parcipants learning or praccing with new technologies.
Would you like to get more techno?
If you would like to learn how to use a specic technology or
how to incorporate it into educaonal strategies for clinical
or classroom teaching,please join us for the TWT Series.
NEXT TWT Workshop! RSVP
Date: 20 February 2014Date: 20 February 2014Time: 9Time: 9--11 am11 amRoom:Room:
http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://fid.medicine.arizona.edu/content/rsvp-twt-serieshttp://fid.medicine.arizona.edu/content/rsvp-twt-serieshttps://itunes.apple.com/us/app/iannotate-pdf/id363998953?mt=8http://www.panopto.com/http://doceri.com/http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://fid.medicine.arizona.edu/http://www.socrative.com/http://localhost/var/www/apps/conversion/tmp/scratch_7/polleverywhere.comhttps://itunes.apple.com/us/course/ipads-in-medical-education/id777821835?ls=1 -
8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)
8/8Offi f M di l S d Ed i 1501 N C b ll A T AZ 85724 520 626 1743 fid di i i d
ProfessionalDevelopment The AMES\OMSE FID Series presents a topicrelevant to teaching, assessment and/or medical
education research from August through May
each year. Please subscribe to our newsletter for
current information on topics, presenters, and
special events.
Save the date!
MedEd eNews Volume 02 Issue 07 February 2014
Director, Faculty Instruconal Development
Chris Cunni, MD
Oce of Medical Student Educaon (Comstock House)
Ph. 520.626.5173
Instruconal Development for all teaching faculty
Karen Spear-Ellinwood, PhD, JD, EdS
Associate Specialist for Faculty Development
Oce of Medical Student Educaon (COM-3215)
Ph. 520.626.1743
Educaonal Support for Residents and Fellows
T. Gail Pritchard, Ph.D.
Interim Senior Learning Specialist
Oce of Medical Student Educaon (COM-3210)
Ph. 520-626-2390
Assessment of Student Performance
Susan Ellis, EdS, MA
Program Manager for Assessment of Student Performance
Oce of Medical Student Educaon (COM-3215)
Ph. 520.626-3654
COM accreditation self-study summary reportavailable
Accreditaon visit dates:
anuary 12-15, 2014
Meet the FID team!
Date/Time Presentaon Title Presenters
3 March 2014
10:00 11:30 am
[COM-3230]
FID Series Bedside Teach-
ing
Amy Waer, MD, and Pa
Gordon, MD
receptor
esources There are a variety of resources online for clini-
caland classroom educators,including links to
earning modules, a guide for engaging students
n inquiry learning, Microskills for teaching,and
encouraging students to examine for cognive
error.
The AMES\OMSE Faculty Instruconal Develop-
ment (FID) Series is video recorded, so you can
access recordings of seminars onlinesimply
Click&Go!
Find out more about team learning, CBIand
other instruconal methods and the recentlydeveloped etools,ThinkShare (formerly
GroupShare) and CBI ThinkShare (formerly,
ThinkSpace).
Check out our Faculty Instruconal Develop-
ment Calendar online!
mailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]:[email protected]:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Ahttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://omse.medicine.arizona.edu/cbiresourceshttp://omse.medicine.arizona.edu/cbiresourceshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://omse.medicine.arizona.edu/cbiresourceshttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://memo.ahsc.arizona.edu/files/670ec/19293/QBhgjGDp/institutionalselfstudyuniveristyofarizona.pdfmailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0A