The Thomas Jefferson University faculty is committed to "Educating professionals in a variety of disciplines who will form and lead the integrated healthcare delivery and research teams of tomorrow". In order to accomplish this critical mission, TJU faculty must be skilled and effective educators. The faculty development program offered at TJU is designed to help you attain and maintain the skills of an effective health professions educator. Below, you will find an outline of a core curriculum in pedagogy for TJU faculty. This core curriculum will be provided over a two to three year period through both in person and on-line learning opportunities. In addition to the full core curriculum listed below, you will also find recommendations for participation in the TJU pedagogical curriculum tailored to your faculty role.

Planning

• Teaching and Learning Theory
• Curriculum/Course Development and Management
• Setting Learning Objectives (for lecture, course, clerkship or residency program)
• Preparation of Instructional Materials/Aides (Syllabus)

Delivery

• Essentials of Effective Lecturing
• Teaching in the Clinical Setting
• Teaching Evidence Based Practice
• Use of Simulation for Teaching
• Cultural Competency - Incorporating Communication Skills Training into Health Professions Curricula
• Effective Techniques for Managing Longitudinal Learning Groups
• Interactive Techniques for Lecturing
• Teaching in Small Groups
• Team Learning: Applications for the Classroom and Clinical Setting
• Teaching interprofessional teams

Assessment

• Overview of Assessment and Evaluation
• Competency Based Assessment
• Assessment of the Learner
  • Evaluation of Students in the Classroom (multiple choice questions, other methods)
  • Evaluation of Students in the Clinical Setting
  • Assessing Problem Based Learning
  • Providing Effective Feedback
  • Student Remediation
  • Dealing with the problem learner
• Assessment of the Program
  • Course/Curriculum Evaluation
• Assessment of the Teacher
  • Self Evaluation/Critique

Recommended Workshops for TJU Faculty

Topic	Course Director	Teacher	Clinical Preceptor	Research Preceptor	Beginning Faculty
Teaching and Learning Theory	X	X			X
Curriculum/Course Development and Management	X
Setting Learning Objectives	X	X			X
Preparation of Instructional Materials/Aides	X	X			X
Essentials of Effective Lecturing	X	X			X
Teaching in the Clinical Setting			X		X
Teaching Evidence Based Practice	X	X	X	X	X
Use of Simulation for Teaching	X	X	X
Cultural Competency	X	X	X	X	X
Effective Techniques for Managing Longitudinal Learning Groups	X	X			X
Interactive Techniques for Lecturing	X	X			X
Teaching in Small Groups	X	X	X	X	X
Team Learning	X	X	X	X	X
Teaching interprofessional teams	X	X	X		X
Overview of Assessment and Evaluation	X	X	X	X	X
Competency Based Assessment	X	X	X		X
Evaluation of Students in the Classroom	X	X			X
Evaluation of Students in the Clinical Setting			X
Assessment Problem Based Learning
Providing Effective Feedback	X	X	X	X	X
Student Remediation	X	X	X	X	X
Dealing with the problem learner	X	X	X	X	X
Course/Curriculum Evaluation	X
Self Evaluation/Critique	X	X	X	X	X
PowerPoint		X			X
Photoshop		X			X
Digital Imaging/Photography
Classroom, Online & Blended Teacher Competencies	X	X			X
Computer based teaching	X	X
Computer based course management	X
Computer Based Learning Applications	X	X
Audience Response System	X	X
Classroom management strategies	X	X			X
Classroom management systems	X	X			X

Terms Defined

Course Director: responsible for the design, implementation and evaluation of a portion of a course or the complete course; may also be responsible for the design, implementation and evaluation of a clinical clerkship.

Teacher: responsible for teaching portions of a course or clerkship in a formal setting such as lecture, small group, simulation or lab setting.

Clinical Preceptor: responsible for the supervision, instruction and evaluation of students or residents that occurs in the setting of direct patient care such as in an office, hospital or other health care setting.

Research Preceptor: responsible for the supervision, instruction and evaluation of students or post-graduate trainees in the context of performing research.

Beginning Faculty: individuals such as medical residents, post-doctoral students, first time faculty who may be given teaching responsibilities with little to no formal training in pedagogy.