As participant or facilitator in the Longitudinal/ Small Group Interprofessional Program you and your cohort will progress through a longitudinal learning program that consists of eight Topics that outline the knowledge, skills and behaviours needed to become an effective teacher.
Topics (select one of):
1a. Optimizing the learning environment in a small group context¹
By the end of the session, learners will be able to:
- Address opportunities and challenges for teaching in a small group context
- Integrate learner’s educational experience into the learning plan
- Assist learners to develop specific, focussed learning goals
1b. Optimizing the learning environment in a large group context²
By the end of the session, learners will be able to:
- Address opportunities and challenges for teaching in a large group context
- Integrate learner’s educational experience into the learning plan
- Assist learners to develop specific, focussed learning goals
1c. Optimizing the learning environment in a clinical context
By the end of the session, learners will be able to:
- Address opportunities and challenges for teaching in a clinical context
- Integrate learner’s educational experience into the learning plan
- Assist learners to develop specific, focussed learning goals
2. Active learning and clinical reasoning
By the end of the session, learners will be able to:
- Explore your ideas and current concepts underpinning active learning in the clinical setting
- Target teaching to the level of the learner
- Develop a questioning approach to promote clinical reasoning
3. Learner in difficulty
By the end of the session, learners will be able to:
- Recognize and appropriately respond to a learner in difficulty
- Identify cognitive and non-cognitive contributory factors for learners in difficulty
- Discuss the principles of effective remediation and support for learners in difficulty
- Explore program resources for managing a learner in difficulty across health professions
4. Professionalism and teacher-learner relationships
By the end of the session, learners will be able to:
- Describe expectations of professionalism related to teaching
- Describe characteristics of healthy teacher-learner relationships and boundaries in the health professions
- Outline strategies for teaching and promoting professionalism by teachers
- Describe (mis)treatment and its impact
5. Hidden curriculum
By the end of the session, learners will be able to:
- Describe hidden curriculum and its implications in health professional teaching and culture
- Identify strategies to mitigate potentially negative influences of the hidden curriculum
6. Equality, equity and diversity in healthcare
By the end of the session, learners will be able to:
- Describe the concepts equality, equity and diversity in the learning context
- Explore the implication of breaches in inclusivity
- Consider a range of response when there is a breach of inclusivity
7. Alignment of objectives, teaching and assessment
By the end of the session, learners will be able to:
- Explain the connection between objectives, teaching, and assessment
- Create alignment between teaching and assessment in the clinical learning environment
8. Reflective learning for professional practice
By the end of the session, learners will be able to:
- Describe reflective practice and its different variations
- Identify the skills required to achieve it
- Identify strategies to facilitate learners to reflect
9. Your own topic
(limited to one or two per group) Topics should be agreed upon by all group members and be foundational (i.e., basic and an important topic) to health sciences education. Possible topics include: cultural sensitivity, coaching, mentoring, assessment of learners, reflectionBy the end of the session, learners will be able to:
- (create your own learning objective)
Note: A session on Feedback will be covered by the cohort leads at the first session
¹A small group context involves facilitating small groups (e.g. 4-8 learners) and often is highly interactive (e.g. Case-Based Learning tutorials). ²A large group context involves facilitating large groups of learners (e.g. 12-200) and may involve some active engagement strategies (e.g. large group learning sessions or lectures).