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London deanery elearning moduke on clnical teaching and learning

Other resources via London Deanery- inc articles

"Four faculty members describe their collective experiences of being involved in a community of practice (CoP) designed to deconstruct individual teaching experiences through critical reflection and dialogue. "

"Making a Diagnosis: New Models for Old Presented by Patrick Croskerry, MD, PhD Professor, Department of Emergency Medicine, and Division of Medical Education, Faculty of Medicine, Dalhousie Universit"

"A patient-centered communication curriculum can improve student knowledge and skills. While some intervention students perceived that they made too many calls, our data suggest that more calls, an increased sense of patient ownership, and role modeling by clerkship faculty may ensure incorporation and application of skills."

The Humanities Program endeavours to foster the humanities in the medical school and hopes it to be fully incorporated within the fabric of the medical school curriculum, clinical teaching and the lives of the students and faculty.

Association of American Medical Colleges (AAMC) developed and launched MedEdPORTAL as a free publishing venue and dissemination portal to support educators and learners as they create and use on-line teaching materials, assessment tools and faculty development resources.

Medical question base, question authoring, case cluster creation

London Deanery online modules on clinical teaching

"As science faculty, we naturally emphasize the cognitive domain in our teaching. After all, students think and learn with their brains (we hope!). Yet the affective domain can significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning."

Videos and notes regarding physical exam procedures by Stanford faculty.

"The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation."

Fifty-five word stories are brief pieces of creative writing that use elements of poetry, prose, or both to encapsulate key experiences in health care. These stories have appeared in Family Medicine1 and JAMA2 and have been used to teach family medicine faculty development fellows.3 Writers and readers of 55-word stories gain insight into key moments of the healing arts; the brevity of the pieces adds to both the writing and reading impact. Fifty-five word stories may be used with trainees to stimulate personal reflection on key training experiences or may be used by individual practitioners as a tool for professional growth.

Blooms Taxonomy Flash tutorial

iRubric is a comprehensive rubric development, assessment, and collaboration tool. Designed from the ground up, iRubric supports a variety of usage in an easy-to-use package. Best of all, iRubric is free to individual faculty and students.

Get Ready! puts residents on the FAST TRACK to competency, knowledge, & skills * Web-based modules and assessments can be completed by residents ANYWHERE, ANYTIME * Applies to all specialties - No faculty development time or costs * Designed to increase competency knowledge quickly * Helps meet ACGME General Competency requirements

"The Generalists in Medical Education welcome basic scientists, clinicians, and other educators interested in medical education. We are educators who teach, conduct research, and provide support services in all areas of predoctoral, postdoctoral and continuing medical education. Specific areas of interest include curriculum and faculty development, testing and evaluation, and student services."