ACES Suit - Learning & Teaching

There are three main reasons for learning more about how people learn and how best to facilitate learning in the health professions. The most obvious is that all of us will teach during our education, training and practice and we owe it to our learners to provide them with effective and positive learning experiences. Secondly, we are life-long learners and we can be more effective in maintaining and enhancing our competence if we know how best to learn. Last and not least, learning more about teaching and learning will better prepare us for our involvement in educational research and/or quality improvement initiatives aimed at advancing our respective disciplines. We have curated the way you will progress this topic to help you to take part in a focused and direct way. As you progress through each task, a new task will unlock to help you keep on track of your learning and focus on the content. We have carefully selected a path that will help address all of the key touchstones along the way while helping center your goals. We consider this topic to be so broad and encumbering, we have kept the progression of this entire activity linear in order to help address only the most important topics in an order that makes sense and challenges you just enough. Topics are curated based on what the experts developing these activities deem the most important considerations at the time of developing the module. We hope these topics will enhance your skills and knowledge to help you in your career path and help you as a professional (or enthusiast) until you have reached competency at this level!

By the end of this activity, participants will be able to: 

1. Reflect on their own experience with teaching  and learning and refine their teaching philosophy

2. State key, influential educational concepts in the health professions

3. Develop an initial action plan to advance their competence in teaching  and learning

Authors: Drs. Eric Wong (Western University) & Teresa Chan (McMaster University)

Format: Asynchronous, self-directed module

Length: Approx. 5 hours 

Accreditation: 5.0 certified Mainpro+® credits and 5.0 MOC Section 1 hours

Registration

Healthcare simulation is a powerful educational method that has exponentially grown in the last 20 years, and become standard practice in the education of multiple healthcare professions. Robust evidence suggests that simulation-based education “works” and is more effective than many “traditional” forms of education.

However, merely doing simulation does not mean that it is performed effectively. Healthcare simulation is a resource-heavy educational method that requires extensive training and practice to perform safely and effectively for learners. This specialization creates a number of barriers for educators who wish to start using this powerful educational method. This module aims to reduce these barriers by introducing the fundamentals of healthcare simulation-based education. The module is designed to guide healthcare educators and researchers with practical tips on how to start using healthcare simulation in their practice. Upon completion of this module, is still highly recommended that participants seek mentorship and guidance from experienced simulation educators at their local healthcare simulation centre.

By the end of this activity, participants will be able to: 

1. Recognize fundamental components and concepts of effective healthcare education simulation

2. Plan a basic simulation session

3. Create their own basic simulation scenario

4. Describe key concepts and practices associated with effective debriefing in simulation-based-healthcare education including: psychological safety, frameworks 

5. Distinguish between theatre/centre-based simulation from in situ simulation and recognize unique educational advantages and disadvantages of each method

Authors: Drs. Richard Cherry (Western University) & James Leung (McMaster University)

Format: Asynchronous, self-directed module

Length: Approx. 3 hours 

Accreditation: 3.0 certified Mainpro+® credits and 3.0 MOC Section 1 hours

Registration

As a health professions educator, you undoubtedly interact with trainees in both the classroom and the clinical environments. Teaching and supervision are part of the job.

Part of effective supervision is the ability to provide good assessments and deliver good feedback. It is not always easy to engage in the best practices for assessment and feedback.

In this evidence-based module, we aim to bring you clarity around the key concepts that surround best practices for providing valid assessments and creating great feedback encounters for your learners.

By the end of this activity, participants will be able to: 

1. Differentiate between feedback, assessment, and evaluation

2. Define key terms related to the assessment of trainees

3. List the problems or tensions in assessment (e.g. bias within rating systems and problems with self-assessment)

4. Name at least 1 key feedback framework

5. Recognize how feedback and assessment processes can be affected by key psychological phenomena (e.g. culture, learning environment, failure to fail)

Authors: Drs. Teresa Chan & Quang Ngo - McMaster University

Format: Asynchronous, self-directed module

Length: Approx. 3 hours & 30 minutes

Registration

The application of sound curriculum design principles is critical for any education program undertaking course development. Strong curriculum design communicates the intended learning outcomes to both learners and educators. When overlooked in higher education contexts, trainees may feel confused and misunderstand the learning goals or standards for success. Trainees may feel they are constantly trying to solve the puzzle of what educators expect. And educators may be quick to react to new trends or pressures from trainees, without consideration to the overall plan and vision of the program. A strong program evaluation plan can ensure that the vision is realized and that trainees graduate at the expected standard. An evaluation plan can also effectively identify areas that need improvement.

By the end of this activity, participants will be able to: 

1. Recognize key elements of curriculum design and program evaluation

2. Match elements of curriculum design with program evaluation goals

3. Recognize how curriculum design can reflect a profession’s vision

Authors: Drs. Ruth Chen & Sandra Montei - McMaster University

Format: Asynchronous, self-directed module

Length: Approx. 3 hours 

Registration

Join members of the UME curriculum team who will share practical examples of curriculum innovations, and work with you to apply them to your teaching tasks. You will have the opportunity to find out how Generalism, Collaborative Integration, and Constructive Alignment can make your teaching more effective. During each workshop, you will choose two innovations and apply them to your teaching deliverables. 

By the end of this activity, participants will be able to: 

1. Describe three UME curriculum innovations

2. Analyze how these innovations may be applied to their teaching content

3. Plan the next steps to refining and strengthening their teaching deliverables

Format: Synchronous workshop

Dates: 

Accreditation: 

Registration

This collaborative workshop is recommended for new UME Academic coaches, as well as those interested in strengthening their coaching skills. The UME Academic Coaching process employs observation, reflection, assessment data, and feedback to help students set individualized, specific, measurable and time-defined goals. Participants will work through coaching cases drawn from peer reviewed literature and the Schulich learning context. These will demonstrate how to assist students with identifying barriers, and with developing the skills needed to attain their academic goals within the MD curriculum.

By the end of this activity, participants will be able to: 

1. Describe the specific role requirements & expectations of the UME Academic Coaching Program

2. Recognize effective coach attributes and skills

3. Discuss approaches to coaching & apply these to coaching situations

4. Identify where to locate resources to help a struggling student

Format: Asynchronous, self-directed module

Length: Approx. 1 hour 

Registration

The Huddle is a dynamic and informative podcast where we discuss coaching within medicine’s professional culture. In each episode, you’ll hear from a variety of experts and guests who will share their stories, successes, and setbacks while providing and receiving coaching. We’ll discuss coaching issues frequently encountered in the clinical learning environment and offer practical advice for personal and professional empowerment. 

Format: Asynchronous, podcast

Length: Approx. 2.75 hours 

Completion Requirements: Listen to Season 1 (episodes 1-6) and complete a Commitment to Change activity

Registration

By the end of this activity, participants will be able to: 

1. Define the roles of a mentor, mentee, coach and coachee

2. Review the skill set important for a coach and coachee

3. Compare and contrast mentorship and coaching relationships as it relates to health professions education

4. Recognize the importance of mentorship and coaching at every career stage in health professions education

5. Develop an approach to dealing with challenges in a mentorship relationship

6. Describe the concept of a growth mindset and reflect on its importance for lifelong learning

Authors: Drs. Robin Mackin & Laura Foxcroft - Western University

Format: Asynchronous, self-directed module

Length: Approx. 30 minutes

Accreditation: 0.5 certified Mainpro+® credits and 0.5 MOC Section 1 hours

Registration