Faculty development in the mentoring, supervision, assessment and feedback of learners
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Faculty Development at USA
The Innovation in Learning Center provides professional development workshops for all USA faculty members and promotes coordinated professional development initiatives and integrated instructional technologies for the traditional classroom, blended courses, and fully online learning environments. Workshops can be provided for groups at USAMC, USACW, and USAMCI. Contact Joyce Guest to arrange an onsite workshop. Selected workshops are listed below.
Online Faculty Development
Coursera is an education platform that partners with top universities and organizations worldwide, to offer courses online for anyone to take.
Course Description: "Performance and Assessment in the Virtual Classroom explores the myths and challenges of assessing performance virtually. Topics include effective measures of assessing students, compliance issues, feedback models for students, online grade book functions, and data analysis."
Course Description: "The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills."
The Online Learning Consortium (OLC) is devoted to advancing quality online learning by providing professional development, instruction, best practice publications and guidance to educators, online learning professionals and organizations around the world.
Course Description: "An important component of successful online teaching is developing efficient assessment strategies and methods. In this workshop you will explore formative and summative assessment techniques used in online education and develop assessment strategies suitable for your online course. You will create a plan to help align learning objectives and activities with assessments. You will explore the differences between summative and formative assessments, and discuss strategies for implementing them. Integrating multiple forms of assessment allows students more opportunities to evaluate their performance."
Course Description: "Competency based education measures student achievement of stated outcomes, rather than time spent on specific learning activities. In this workshop, you will explore the elements of competency based education to better understand how you can structure self-paced, learner focused, outcomes driven learning environments which measure student achievement through the collection of learning artifacts. You will develop an understanding of how to define competencies and how to set up ways for students to then demonstrate their ability to meet those competencies."
Course Description: "According to research, feedback on learning is a key factor for improving the learning outcomes and student satisfaction. While giving effective feedback can help drive your students towards success in your course and help them to better understand the material, it can also take a lot of time. In this workshop, you will identify different feedback strategies along with effective methods for providing feedback to your students efficiently. Many of the practices explored in this workshop can also help increase student engagement in the class and help with faculty satisfaction and workload management."
Course Description: "While online faculty value the flexibility of online teaching, the reality of the 24/7 classroom can be daunting in terms of faculty workload and faculty burnout. In this workshop, you will explore research-based strategies to assist faculty in managing their time more effectively and reducing the risk of burnout. You will review practical workload management tips and tools for both new and veteran faculty. Finally, you will develop a workload management plan that will help improve the online faculty experience."
Resources at USA
The USA Biomedical Library provides free online access to the following textbooks:
This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include:
This practical guide provides a simple, useful reference to commonly raised questions about medical student assessment. The first part of the book provides succinct information on the general aspects of assessment such as purpose and principles of assessment; technical terms such as validity, reliability, and utility of assessment instruments; and how to choose assessment instruments for a given purpose. Individual assessment instruments are treated in the second part of the guide. The authors focus on about 20 selected assessment instruments currently in use or promising new instruments that are likely to get increased acceptance in future. For each instrument a general description is given, followed by discussion on its uses, limitations, psychometric characteristics, and recommendations for medical teachers. The reference section contains highly selective and well-researched resources, annotated and classified according to their usefulness. Many of these resources are available free on the Internet.
The USA Biomedical Library provides free online access to the following chapters in textbooks:
In this new and extensively updated second edition, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice. This authoritative and accessible reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first 'port-of-call' for anyone engaged in medical education as an academic discipline.
7: Portfolios, personal development and reflective practice
8: Supervision, mentoring and coaching
9: Teaching and leading small groups
12: Simulation in medical education
14: How to design a useful test: the principles of assessment
15: Written examinations
16: Workplace assessment
17: Structured assessments of clinical competence
18: Formative assessment
23: Evaluation: improving practice, influencing policy
24: Selection for medical education and training
25: Managing remediation
The USA Biomedical Library provides free online access to the following journals:
Official journal of the Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, the Association for Hospital Medical Education.
Direct links to the following journal articles are available through The Academy via USAonline:
Journal of Graduate Medical Education, June 2015
Association for Surgical Education, 2001
Medical Education 2004; 38: 199–203
Adapted from "Team-Based Learning: Small Group Learning’s Next Big Step", Chapter 1 of New Directions in Teaching and Learning, pp. 7-27, by Michaelsen, L., Sweet, M. & Parmalee, D. (2009)
Medical Teacher 2010, 32(2): 118-122.
A resource from the Associate of American Medical Colleges (AAMC) for publication and dissemination of peer-reviewed works related to medical education and resources for educational scholarship.
"The standardized patient playing Gina Babkins portrays herself as a 75-year-old woman who presents to the outpatient office with a complaint of lightheadedness. She asked to be seen prior to her scheduled appointment because she is concerned about her lightheadedness. The examinee's task is to obtain a focused history, perform a focused physical examination and counsel the patient regarding her situation. Following the encounter, the examinee documents the encounter in a SOAP-style patient note."
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