Programs & Workshops

PBL Tutor Training Workshop
Educational Primer: Modules ABC
Educational Primer: Modules D
Lecturing

Problem-Based Learning General Skills Tutor Training Workshop
This workshop will review the structure of a PBL tutorial, the role of the tutor in a PBL tutorial, the different tutoring goals of each tutorial, and introduce basic facilitation skills. You will have the opportunity to observe and participate as a tutor in a PBL tutorial. Come and learn the skills to start your first tutorial off right.

This workshop is eligible for 8 Royal College Section 1 and Mainpro M1 credits.

Please note that the workshop is open to new tutors ONLY! To become a tutor, contact Nora Houlahan, PBL Program Manager at nora.houlahan@ubc.ca.

ABC Educational Primer for Clinicians
The ABC Primer consists of three workshops of three hours each. They are based on a comprehensive curriculum that addresses the knowledge, skills and behaviours that are needed to become an effective clinical teacher. The workshops are problem based and highly interactive. This series has received enthusiastic and positive feedback from both new and experienced faculty members.

Each of the modules is eligible for 3 Royal College Section 1 and Mainpro M1 credits.

This year we continue to offer the ABC Educational Primer in intersive 1.5 day courses . We strongly recommend that you take all three modules in sequence; however each workshop can “stand alone”. Upon completion of this series, participants will receive a Certificate to recognize their commitment to becoming the best teachers possible!

Module A: TIME SAVING TIPS FOR CLINICAL TEACHERS
Are you always running behind in your office when you have a learner? In this workshop we will learn how to save time and be more effective teachers.

• Identify the roles and characteristics of effective clinical teachers;
• Discuss how learners learn in the clinical setting – the learning cycle.
• Discuss strategies to prepare your office, staff and patients for a learner;
• Obtain an educational history from a learner,
• Develop an education plan for a learner;
• Introduce “task oriented teaching” – the key to time management.

Module B: TEACHING WITH PATIENTS – THE ART OF QUESTIONING
We listen to case presentations every day, but are we using them as an effective learning opportunity? In this workshop we will discuss how to use these discussions to facilitate the clinical reasoning of our learners.

• Define Clinical reasoning;
• Identify the steps involved in diagnostic and therapeutic reasoning.
• Discuss how the skill of questioning can facilitate clinical reasoning;
• Apply the “one minute preceptor” as a teaching technique.

Module C: FEEDBACK AND ASSESSMENT
In this workshop we will ask the age old question “why is feedback so hard to do? And why is it so hard to fill out an assessment form on our learners? “

• Discuss the role of feedback in teaching and learning;
• Identify the characteristics and purposes of feedback versus assessment;
• Discuss the barriers to providing feedback and assessing learners.
• Apply one model, the OPEN model, for delivering feedback;
• Review the strengths and weaknesses of current assessment tools that are used to assess ward performance.

Educational Primer for Clinicians
Module A: Time Saving Tips
Thursday October 18, 2012 09:00 – 12:00

Module B: Teaching with Patients
Thursday October 18, 2012 13:00 – 16:00

Module C: Feedback and Assessment
Friday October 19, 2012 09:00 – 12:00
VGH, Diamond Centre – 4th Floor, 4115

Register for this series

Module A: Time Saving Tips
Thursday March 7, 2013 09:00 – 12:00

Module B: Teaching with Patients
Thursday March 7, 2013 13:00 – 16:00

Module C: Feedback and Assessment
Friday March 8, 2013 09:00 – 12:00
VGH, Diamond Centre – 4th Floor, 4115

Register for this series

Educational Primer for Clinicians
Module D – Diagnosing the Learner with Performance Difficulties
The ABC Educational Primer Focuses on how to teach effectively in the clinical setting. Our major focus in that course is faciliating the learning of students who are not struggling. In Module D we will focus on the learner whose performance is below expectations.

In this three-hour interactive workshop we will discuss how to
1. Identify the learner with clinical performance deficiencies;
2. Apply a framework for diagnosing poor clinical performance; 
3. Given a learner with poor performance engage in an effective feedback discussion with the learner; 
4. Given some common problems in learner performance (poor clinical reasoning, poor knowledge base, poor clinical skills);
5. Identify specific educational strategies for improving the performance of the learner.

It is recommended that you complete the ABC Primer prior to this workshop. This workshop is eligible for 3 Royal College Section 1 and Mainpro M1 credits.

Thursday November 22, 2012 09:00 – 12:00
VGH, Diamond Centre – 4th Floor, 4115
Register for this series

Thursday April 18, 2013 09:00 – 12:00
VGH, Diamond Centre – 4th Floor, 4115
Register for this series

Lecturing
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