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 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 Module

Length: Approx. 3 hours 

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