Educator's Toolbox
Curriculum for Educators

    Creating a Welcome Video for Your Course
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 1/3/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/153458108
    (Register for this session)

      Creating a Welcome Video for your course provides students with a sense of community and instructor presence. In this session, we’ll take a look at best practices for Welcome Video development and explore a quick and easy screen recording tool to help you create an engaging video.

      At the end of this session, participants should be able to:

      1) Identify the key components to include in a Welcome Video
      2) Develop an action plan to create a short video
      3) Navigate and use the Screencast-O-Matic tool for video creation


    Creating a Structure to Support Your Students
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 1/10/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/950250662
    (Register for this session)

      Students benefit from a framework, or scaffold, that supports their construction of knowledge. One strategy for supporting your learners is to use tools such as Blackboard to organize content and highlight critical features. Another strategy is to create activities that give students opportunities to practice skills or the application of concepts in multiple ways. In this workshop, we’ll explore both strategies and begin creating supports for your learners.

      At the end of this session, participants should be able to:

      1) Organize course content into chunks
      2) Edit Blackboard content to include text, images, and video
      3) Identify activities that build on each other
      4) Sequence activities to best support students as they master concepts or skills


    Improve Your Bedside Teaching: Facilitating Education in the Clinical Learning Environment
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 1/12/2018
    Time: 12:00pm – 1:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      We have all experienced the challenges of teaching in the clinical learning environment (CLE). Whether dealing with time constraints, patient satisfaction scores, clinical efficiency, or precepting learners at varied levels of training, being an effective bedside teacher is not an easy feat. This workshop will facilitate a discussion on which practices will assist us in providing the highest quality patient care in the midst of teaching learners in the CLE.

      At the end of the session, participants should be able to:

      1) Define the benefits of effective bedside teaching
      2) Identify challenges to teaching at the bedside
      3) Relate various modalities to teach learners at different stages of training at the bedside
      4) Consider the experience of the patient and family during the teaching session


    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 1/17/2018
    Time: 9:00am – 10:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • summarize the impact of active teaching on student learning
      • demonstrate a handful of active teaching strategies
      • discuss some challenges to adopting active teaching techniques


    Giving Effective Feedback
    Instructor: Robin Naples, MD
    Date: 1/19/2018
    Time: 12:00pm – 1:00pm
    Location: Bluemle Life Sciences Building, Room 101, Center City Campus
    (Register for this session)

      Feedback is an essential component of the educational experience and growth of learners. Delivering feedback that is effective, both for the struggling learner as well as for the exceptional one, can be very challenging. When you add on the fact that setting and delivery of the feedback can be as important as the content itself, it seems an act of futility to attempt to give feedback in our hectic clinical environment. In this session, I will be discussing the feedback continuum and provide useful tips to giving effective feedback to your learners based on best practices found in both the medical and business fields.

      At the end of the session, participants should be able to:

      1) Differentiate between coaching, formative feedback and summative feedback
      2) Understand when each is best used
      3) Recognize the barriers to giving effective feedback
      4) Employ best practice techniques to deliver effective feedback


    Weekly Spring Semester Reading and Implementation Group: Diversity, Inclusivity and Social Justice in the Classroom and on Campus
    Instructor: Susan Frosten, MArch
    Date: 1/22/2018
    Time: 11:00am – 12:00pm
    Location: Kanbar Campus Center, Room 106, East Falls Campus
    (Register for this session)

      Mondays (beginning January 22; ending April 23, 2018)

      This reading and implementation group will read a book centric to diversity, social justice, and inclusivity issues in the classroom and on campus. Additional selected readings and viewings, and weekly discussions will allow participants to reflect, learn, and implement strategies to enhance a safe and respectful learning environment while fostering honest and mindful discussion between your students and you.


    An Introduction to Interprofessional Education and Collaborative Practice
    Instructors: Lauren Collins, MD; Elena Umland, PharmD
    Date: 1/22/2018
    Time: 12:00pm – 1:00pm
    Location: Room 218 Curtis, Center City Campus
    (Register for this session)

      Interprofessional education (IPE) and collaborative practice (CP) are now broadly viewed as imperatives for meeting the Quadruple Aim of healthcare, with IPE playing an integral part of health professions accreditation requirements. This session will focus on developing the attitudes and knowledge necessary to prepare a collaborative practice-ready workforce and meet the demands of accreditors. Session topics will include the history of and rationale for IPE and CP, the Core Competencies for Interprofessional Collaborative Practice, IPE accreditation requirements and common barriers to and facilitators of IPE and CP. Selected case studies from Jefferson’s Center for Interprofessional Education (JCIPE) will allow participants to see firsthand how IPE and CP initiatives can be effectively designed, implemented and assessed.
      Learning objectives
      a. Define interprofessional education (IPE) and collaborative practice (CP).
      b. Describe the Core Competencies for Interprofessional Collaborative Practice.
      c. Identify common barriers to and facilitators of IPE and CP initiatives.
      d. Identify key stakeholders in creating/developing IPE/CP programming.
      e. Compare/contrast IPE/CP learning objectives to those created for uniprofessional educational programs.

      Background:
      In an effort to raise awareness to the interprofessional education (IPE) and collaborative practice (CP) activities planned and delivered at Jefferson as well as to poise faculty to create additional innovative IPE/CP programming that includes assessment, JCIPE will sponsor and deliver a series of IPE Faculty Development Sessions. JCIPE plans to offer these introductory sessions annually and to include future sessions that will build upon these introductory offerings.


    Weekly Spring Semester Reading and Implementation Group: Energizing the College Classroom with the Science of Emotion
    Instructor: Anne Bower, PhD
    Date: 1/23/2018
    Time: 11:00am – 12:00pm
    Location: Kanbar Campus Center, Room 302, East Falls Campus
    (Register for this session)

      Tuesdays (beginning January 23; ending April 10, 2018)

      Committing to every Tuesday in the spring semester, a group of faculty and staff congregate over free lunch to discuss and implement strategies from Sarah Rose Cavanagh’s "The Spark of Learning: Energizing the College Classroom with the Science of Emotion". Participants implement teaching and learning strategies in their current courses and report back to the group regarding observations and outcomes.


    Strategies for Giving Students Meaningful Feedback
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 1/24/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/853932791
    (Register for this session)

      What kinds of feedback help the learning process? In this workshop, we’ll explore ways to set the stage for meaningful feedback. We’ll discuss creating forward-looking assessments, establishing clear performance criteria, adding opportunities for self-assessment, and providing actionable feedback.

      At the end of this session, participants should be able to:

      1) Identify forward-looking assessments
      2) Define criteria and standards for assessments
      3) Identify opportunities for self-assessment activities
      4) Identify strategies for employing frequent, immediate, criteria-based feedback


    Teaching and Supporting International Students and Other ESL Learners
    Instructor: James Dyksen, MSEd-TESOL
    Date: 1/25/2018
    Time: 11:00am – 12:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      International students and other students for whom English is a second language face a unique set of challenges and issues as they adjust to study in the degree programs at Jefferson, and, in many cases, to living in the US for the first time. This workshop will elicit faculty experiences teaching and working with ESL learners, including both concerns and effective strategies. The workshop is designed to develop awareness of the needs of international students and other ESL learners in Jefferson programs and classes, to discuss teaching, curriculum design and communication strategies that may help such students, and to identify resources across campus that may aid International and ESL learners with coursework and / or other areas of need.

      At the end of this session, participants will be able to:
      • Describe the unique needs of international students and other ESL learners
      • Develop strategies for addressing the needs or concerns of international students and other ESL learners
      • Apply these alternative strategies to the learning environment
      • Identify available campus resources to support international students and other ESL learners


    Nexus Learning 101: Active Learning Strategies
    Instructors: Jeff Ashley, PhD; Anne Bower, PhD; David Kratzer, MArch; Chris Pastor, PhD
    Date: 1/26/2018
    Time: 11:00am – 1:00pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      One Nexus Learning tenet is ‘active and engaged’ learning. But what does that mean? In this session, we’ll explore active learning strategies. Participants will develop a plan to incorporate one active learning strategy in their course.

      At the end of this session, participants should be able to:
      1) Understand what active learning encompasses and identify active learning strategies
      2) Develop a plan for incorporating an appropriate and doable active learning strategy within one of your courses to enhance a learning experience for your students
      3) Identify potential risks (and benefits) within that plan and formulate potential solutions (a ‘back pocket’ readiness plan)


    Creating a Learner-Centered Environment
    Instructor: Julie Phillips, PhD
    Date: 1/29/2018
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      The educator’s role is undergoing a change in the 21st century. This transformation is, due in part to the information explosion, educational technologies, calls for accountability and demonstrations of student learning, and a growing body of evidence-based practices that document effective pedagogy. As a result, the instructional paradigm is giving way to the leaner-centered paradigm.

      Workshop participants will explore the paradigm shift and how the different approaches impact the way we approach the classroom in several key dimensions. Using short vignettes to illustrate the different dimensions, participants will be asked to imagine how adoption of a learner-centered dimension changes their approach to the classroom.

      At the end of the session, participants should be able to:
      • Summarize developments that allowed for growth of learner-centered paradigm
      • Identify key differences between the instructional and the learner-centered paradigms
      • Classify course practices and policies as more/less student-centered.


    Getting Started with Flipped Learning
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 2/2/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/346196414
    (Register for this session)

      Looking for ways to make the most of your face-to-face class time? Consider incorporating flipped learning! In this workshop, we’ll explore the Four Pillars of F-L-I-P that support active, engaged learning.

      At the end of this session, participants should be able to:
      1) Identify the four pillars of F-L-I-P
      2) Describe one strategy for incorporating at least one pillar
      3) Design an action plan for flipping one class meeting within a course


    Creating & Maintaining a Sense of Community in Fully Online Learning Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 2/6/2018
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      This session will focus on communication and community building in fully online learning environments. The perceived lack of student-student and student-instructor interactions remains a fear for instructors and students new to online teaching and learning. In this session, participants will learn some tips and tricks for creating and maintaining communication and building a sense of community in their courses. The Community of Inquiry (CoI) Framework will be discussed as one method for understanding the value of Social Presence in this learning environment. Additionally, participants will hear from an instructor who made modifications to a course that proved beneficial for all.

      At the end of the session, participants should be able to:
      • Describe the perceived challenges of online courses and personal interactions
      • Describe methods for developing and fostering a sense of community and connection in a fully online course
      • Identify some readily available tools and strategies for facilitating student-student and student-instructor interactions in their current courses


    Game-Based Learning – Getting Started
    Instructors: Chris Pastor, PhD; Jack Suss, PhD
    Date: 2/6/2018
    Time: 11:00am – 12:00pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Game-based learning, or gamification of the classroom is gaining attention. The underlying principle is that if students are engaged in winning the game, they will put more active learning to play and, the literature suggest, increase retention. But what is gamification? Are there good games and bad games to deploy in the classroom? In this workshop, we will experience a few simple games and discuss the advantages and disadvantages of them as educational tools.

      At the end of this session, participants should be able to:
      1) Understand the components of good games
      2) Apply components of gaming to begin to design a pedagogical game
      3) Design assessment tools to gauge success of your game


    Tools for Collaborative Creation
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 2/7/2018
    Time: 12:00pm – 12:30pm
    Location: Online Course - https://philau.zoom.us/j/919672133
    (Register for this session)

      Looking for technology tools that allow students to co-create and provide feedback or comments? In this short session, we’ll go beyond Blackboard’s group tools to explore tools that support student (and faculty!) collaboration.

      At the end of this session, participants should be able to:

      1) Define your specific collaboration requirements
      2) Identify tools that support your learning goals
      3) Develop a plan for implementing a collaboration tool for at least one assignment in your course


    Listening Style as a Vehicle to Develop Empathy and Social Intelligence
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 2/9/2018
    Time: 12:00pm – 2:00pm
    Location: Bluemle Life Sciences Building, Room 101, Center City Campus
    (Register for this session)

      Social intelligence (SQ) is of utmost importance in healthcare settings. Whether it’s interacting with patients and their families, or working with interprofessional, multidisciplinary teams, SQ is essential for successful outcomes. SQ ties into empathy; and healthcare professionals are expected to be display an empathic bedside manner. Unfortunately, formalized, robust training programs in SQ do not exist in the context of healthcare education.

      This workshop will help faculty members in their instruction of social intelligence in their learners; and will focus on their learners’ development into empathic clinicians via a novel vehicle: listening style. The workshop will use the Personal Listening Profile (PLP) as a vehicle for reflection on clinical practice. Specifically, the workshop will use faculty members’ PLP profile as a way to critically reflect on their social intelligence as they work on understanding and developing empathy.

      Time will be spent on: a) defining empathic accuracy and attunement; b) correlating these SQ competencies with listening approaches and listening styles; and c) applying concepts to bedside clinical skills (namely, the medical interview with the patient). While the workshop is focused on the faculty member as the learner, it will have the potential to ultimately impact both students, residents, and health trainees across the Thomas Jefferson University.

      At the end of the session, participants should be able to:

      1) Define social intelligence and identify key SQ concepts (with a particular emphasis on attunement and empathic accuracy)
      2) Relate how social intelligence is tied to bedside manner, empathy, and the ACGME core competencies for medical education
      3) Apply personal listening approaches (and the PLP assessment) to explore empathy-building during the patient interview and patient encounter
      4) Formulate a plan for developing one’s empathic listening skills (part of one’s bedside manner) through the ORID framework


    Creating and Preparing Charts for Publication
    Instructor: Kathleen Day, MS
    Date: 2/13/2018
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Creating charts for publication is a snap with Microsoft Excel. The graphing and formatting of Excel make it a quick and easy solution for many types of data display. We’ll look at optimizing your format in Excel for easy placement into PowerPoint, Adobe Illustrator or Photoshop. Participants should already possess the skills to work with data in Excel.

      At the end of this session, participants should be able to:

      1) Create various types of graphs including: bar charts, x-y plots, scatter plots
      2) Manipulate formatting to gain adequate resolution
      3) Add a chart to MS PowerPoint for automatic updating
      4) Copy and manipulate a chart in Photoshop that satisfies publishers’ requirements


    Fostering Engaged Student Learning Using Team-Based Learning
    Instructor: Jeff Ashley, PhD
    Date: 2/16/2018
    Time: 11:30am – 1:00pm
    Location: Paul Gutman Library, Instruction Space
    (Register for this session)

      Team-Based Learning (TBL) is an evidence-based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. This workshop puts you in the seat of a student to appreciate the process and effectiveness of TBL.

      At the end of this session, participants should be able to:

      1) Understand the three modules of the team based learning process
      2) Apply team based learning strategies in their courses to optimize student preparation and incorporate higher order thinking skills


    Facilitating and Debriefing Interprofessional Programs
    Instructors: Shoshana Sicks, EdM; Elena Umland, PharmD
    Date: 2/20/2018
    Time: 12:00pm – 1:00pm
    Location: Room 201 College, Center City Campus
    (Register for this session)

      Interprofessional education (IPE) and collaborative practice (CP) are now broadly viewed as imperatives for meeting the Quadruple Aim of healthcare, with IPE playing an integral part of health professions accreditation requirements. This session will focus on developing the skills necessary for practitioners and faculty to facilitate and debrief interprofessional activities to prepare a collaborative practice-ready workforce and meet the demands of accreditors. Session topics will include review of the roles, responsibilities and expertise for health professions students trained at Jefferson, theories underpinning interprofessional facilitation, methods for successfully facilitating and debriefing interprofessional learners, and the role of the facilitator in JCIPE’s IPE and CP initiatives.
      Learning objectives
      a. Identify the roles, responsibilities and programs of study for health professions students at Jefferson.
      b. Discuss the theories underlying facilitation and debriefing of interprofessional learners.
      c. Describe methods for facilitating interprofessional learners during activities with interprofessional learning objectives.
      d. Compare and contrast interprofessional and uni-professional facilitation and debriefing.

      Background:
      In an effort to raise awareness to the interprofessional education (IPE) and collaborative practice (CP) activities planned and delivered at Jefferson as well as to poise faculty to create additional innovative IPE/CP programming that includes assessment, JCIPE will sponsor and deliver a series of IPE Faculty Development Sessions. JCIPE plans to offer these introductory sessions annually and to include future sessions that will build upon these introductory offerings.


    Getting the Most from Course Templates with Blackboard Learn’
    Instructors: Juan Leon, PhD; Kathleen Day, MS; Mary Gozza-Cohen, PhD
    Date: 2/27/2018
    Time: 12:00pm – 1:00am
    Location: SML 200A
    (Register for this session)

      The use of design patterns or ‘templates’ for course development promotes adoption of good instructional practices while contributing to administrative efficiency at both the course and program level. As implemented by Blackboard Learn, course design templates provide course authors with a range of effective course structures upon which to build, and templates frequently offer a variety of ‘prefabricated’ course components to which course content is easily added.

      In this session experienced designers and users of Blackboard templates from across the University will share examples of how templates are currently being applied to accomplish a range of purposes. Together with these examples, instructors will reflect on the qualities of effective templates and their uses for online, hybrid, and classroom based courses. The special value of templates for supporting targeted initiatives, such as faculty support and development or the presentation of high-priority resources to students, will also be discussed.

      An important outcome of these presentations will be to highlight the pedagogical and policy implications inherent in the adoption and design of templates. A second major goal of the session is to paint a realistic picture of how templates are adopted, designed, and implemented. The adoption process may involve multiple stakeholders (faculty, students, administrators, support staff), and template design work should proceed methodically.
      Instructors will explain how ‘the cake gets baked’ in programs that have adopted template use, and will list key points to consider when adopting template-based course design.

      At the end of this session, participants should be able to:

      • Weigh the benefits and challenges of adopting template-based course design with Blackboard Learn
      • Explain quality criteria for course design templates and list the “must have” items for templates of various kinds
      • Develop an action plan for template development that supports student learning, faculty buy-in, and long-term administrative efficiencies.


    A Novel Method to Publish Your Educational Scholarship and Work: MedEDPortal!
    Instructor: Nethra Ankam, MD
    Date: 3/6/2018
    Time: 8:00am – 9:00am
    Location: Bluemle Life Sciences Building, Room 101, Center City Campus
    (Register for this session)

      MedEdPORTAL Publications is a free publication service provided by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association. MedEDPORTAL Publications maintains a rigorous peer review process based on standards used in the scholarly publishing community. MedEdPORTAL offers educators tutorials, virtual patients, simulation cases, lab guides, video podcasts, assessment tools, and other resources to

      At the end of the session, participants should be able to:

      1) Identify MedEdPORTAL’s suite of services
      2) Describe submission standards and posting processes for MedEdPORTAL
      3) Review and discuss educational tools pertaining to MedEdPORTAL submissions
      4) Demonstrate navigating MedEdPORTAL’s live site


    Photoshop Basics for Teaching and Publication
    Instructor: Kathleen Day, MS
    Date: 3/6/2018
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This workshop will focus on the steps involved with manipulating digital images for teaching and publishing. Participants will be shown each step of the process—from digitizing images to managing files for all possible output types. Due to the limited number of site licenses for this program, participants will do hands-on work in small groups.

      At the end of this session, participants should be able to:

      1) Identify the differences in image requirement for print and display
      2) Use the settings for adjusting image resolution
      3) Learn to crop and resize images
      4) Manipulate color including modes and saturation
      5) Apply labels to images
      6) Save images in different file formats


    Facilitating Discussions 101
    Instructor: Julie Phillips, PhD
    Date: 3/8/2018
    Time: 3:00pm – 4:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Teaching through discussion rather than lecture presents unique set of opportunities and challenges for instructors. This workshop explores the power of discussion as a teaching tool and offers advice on strategies for incorporating discussion into in small, medium or large course environments.

      This experiential workshop will assist instructors in setting expectations for student preparation and involvement, developing a strategy for initiating conversations, and skills for sustaining and advancing a discussion. Participants will practice developing questions that launch productive discussions, effectives responses for probing responses and a sampling of discussion techniques for small or large groups.

      At the end of the session, participants should be able to:
      • Identify two ways to initiative a discussion in class
      • Describe key characteristics of good discussion questions
      • Explain two techniques for engaging learners in discussion


    “Building the Ramp”: Strategies to Facilitate Learning for All Students
    Instructors: Marie-Christine Potvin, PhD; Monique Chabot, PhD; Zoe  Gingold
    Date: 3/9/2018
    Time: 11:30am – 1:00pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      “I can’t keep up with taking notes in class”, “I don’t know what homework is due this week”, “I’m confused by my assignment expectations”, “I don’t know what’s going on with my group projects” – These are some of the challenges that students with disabilities in the GOALS2 Program have identified. Come explore simple strategies you can use in your classroom to facilitate students’ learning. Research tells us that when we employ teaching strategies that facilitate learning for students with disabilities, all students benefits. It’s like building a ramp that everyone can use.
      At the end of this session, participants should be able to:

      1) Understand challenges of students’ with disabilities that can affect their participation in the classroom
      2) Identify areas within their courses where accessible learning strategies could be used to enhance student outcomes
      3) Identify effective teaching strategies that can facilitate learning for all students
      4) Develop a plan for implementing these teaching strategies into one course


    Intermediate Photoshop
    Date: 3/13/2018
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This workshop is a continuation of Photoshop Basics offering a more in-depth exploration of this application’s functions. Topics will include: Automate functions, History Palette, Layers, layout and preparing images for use in MS Office applications. Due to the limited number of site licenses for this program, participants will do hands-on work in small groups. It is highly advised that Participants have an understanding of Photoshop or have attended the Photoshop Basics workshop to attend this workshop.

      At the end of this session, participants should be able to:

      1) Use Automate functions to:
      a) Batch rename image files
      b) Create contact sheets
      c) Record and use Actions for repetitive tasks
      2) Use the History palette to undo selective changes
      3) Inserting guides and grids for layout
      4) Utilize layers


    The Jefferson Teamwork Observation Guide: A Tool to Assess Teamwork Behaviors
    Instructors: Lauren Collins, MD; Shoshana Sicks, EdM
    Date: 3/19/2018
    Time: 12:00pm – 1:00pm
    Location: Room 105/107 BLSB
    (Register for this session)

      There is a significant gap in the literature regarding validated tools to assess interprofessional education core competencies and impact of collaborative practice on patient outcomes (IOM, 2015). As a validated, mobile application assessment tool allowing for 360-degree observations of teamwork behaviors, the Jefferson Teamwork Observation Guide (JTOG) begins to respond to this gap. It is a short, easy-to-use, competency-based tool that assists learners in recognizing the characteristics of high functioning teams and allows educators to provide real-time, formative feedback about individual performance on a team. Patients and family members/support people can also provide observations of healthcare team performance. This session will describe the evolution of the JTOG mobile app, outline its applications as an educational tool and provide participants the opportunity to pilot the app and create a plan for assessing teamwork behaviors in their own educational programs and/or practice settings.

      Learning objectives
      a. Describe the JTOG app as a method to measure interprofessional competencies in education, simulation, and practice settings.
      b. Describe the JTOG app as an educational tool for students to identify and evaluate the elements of collaborative practice.
      c. Explain the value of assessing students, faculty members and patient/family members’ understanding of team approaches to care.
      d. Design a plan for implementation of the JTOG mobile application with students, preceptors, and/or patients and family members/support people.

      Background:
      In an effort to raise awareness to the interprofessional education (IPE) and collaborative practice (CP) activities planned and delivered at Jefferson as well as to poise faculty to create additional innovative IPE/CP programming that includes assessment, JCIPE will sponsor and deliver a series of IPE Faculty Development Sessions. JCIPE plans to offer these introductory sessions annually and to include future sessions that will build upon these introductory offerings.


    Vernal Equinox Update on Scholarly Resources
    Instructor: East Falls East Falls Campus Librarians
    Date: 3/22/2018
    Time: 2:00pm – 3:15pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Spring is a great time to think about future course planning and summer research goals. The librarians of Gutman Library will be hosting a round robin discussion of various new library resources and changes to services in the new enterprise. Question of all types are welcome as we sojourn across the nexus learning possibilities using library resources. After a group question and answer period, light refreshments will be served allowing one-on-one time with your friendly librarians to plan future collaborations.

      At the end of this session, participants should be able to:

      1) Understand new database interfaces
      2) Identify changes to available resources
      3) Liaise with librarians for scheduling for the fall semester


    Fostering Wellness in Faculty and Learners in Health Professions
    Instructor: Stuart Slavin, MD, MEd
    Date: 3/23/2018
    Time: 9:00am – 1:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Stuart Slavin is known for recognizing and combatting high depression rates of medical students. With a focus on faculty, this session will explore cognitive behavioral techniques and the learning environment. Find out how maladaptive perfectionism and toxic work environments can affect our students and our ability to teach effectively. In small groups, strategize to foster resilience and coping skills. End the session by participating in a personal wellness activity.

      At the end of the session, participants should be able to:

      1) Understand the six components of the work environment
      2) Discuss the role of cognitive behavior techniques regarding an individual's interaction with the learning environment
      3) Strategize how to reduce stressors and change toxic environments
      4) Develop a toolbox for fostering resilience and coping skills in faculty and learners


    Teaching with Technology: How to decide What Works for You and Your Students?
    Instructor: David Kratzer, MArch
    Date: 3/29/2018
    Time: 11:30am – 1:00pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Adopting a new technology can be time-consuming, risky, and may not align with your student learning goals. This workshop explores the myriad of tech-assisted teaching and learning methods that can be used to more fully engage students in applied and meaningful interactions with course content and skill development.

      At the end of this session, participants should be able to:
      1) Identify areas within their courses where technology could be used to enhance student learning outcomes
      2) Create a tech-assisted teaching strategy that can be implemented in an existing or future course
      3) Identify assessment tools that can be used to measure the effectiveness of implemented tech-assisted teaching and learning strategies


    Teaching for Different Environments
    Date: 4/8/2018
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 306, Center City Campus
    (Register for this session)

      This session consists of an overview of the differences in teaching and learning across the three learning environments – Traditional/Face-to-Face, Blended/Hybrid and Fully Online. Knowledge is power – join us in exploring the unique differences between learning environments that include teaching and student learning challenges and evidence-based effective practices.

      At the end of the session, participants should be able to:
      • Describe the differences in teaching challenges between the three different learning environments
      • Describe the differences in the student learning experience challenges between the three different learning environments
      • Provide examples of evidence-based strategies for effective teaching in each of the learning environments
      • Explain how the strategies discussed during the session can improve the student learning experience


    Teaching and Learning Online: A Dive into the Unknown
    Instructor: Mary Gozza-Cohen, PhD
    Date: 4/18/2018
    Time: 1:00pm – 2:30pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This session will take a dive into the uniqueness of the fully online learning environment and what that means for instructors and students. Current research, evidence-based practices and tips and tricks will be shared with participants. In this session we will review, in part, the role of online course structure, communication and engagement in student satisfaction and success. Please join us if you are thinking about moving a course online at some point, are currently teaching online or simply want to learn more about online teaching and learning.

      At the end of the session, participants should be able to:
      • Describe the current evidence-based research on online teaching and student satisfaction
      • Describe and conceptualize one or more strategies in their current or future online teaching practices


    Basic and Advanced Concepts in Facilitation
    Instructors: Dimitrios Papanagnou, MD, MPH; Julie Phillips, PhD; Peter Scoles, MD; Susan Truong, MD
    Date: 4/20/2018
    Time: 9:00am – 10:30am
    Location: Jefferson Alumni Hall, Eakins Lounge , Center City Campus
    (Register for this session)

      Facilitation in health professions education is essential. Effective facilitation skills enable educators to take charge of the learning environment to guide learning in multiple settings, including the classroom and/or lecture hall; the simulation laboratory; and even the bedside. When executed successfully, a facilitator encourages learners to think productively; articulate ideas; ask important questions; make connections; find solutions; and identify next steps to take action for their learning.

      This workshop will allow participants to explore what it means to be a facilitator and to recognize when the time calls for a shift towards facilitated learning. Time will be spent on developing and practicing facilitation techniques. Through small group exercise, participants will also gain the experiential knowledge that will help them develop these skills.

      At the end of the session, participants should be able to:

      1) Differentiate between facilitation and standard teaching
      2) Identify opportunities for facilitating learning in the classroom, at the simulation center, during case-based learning (CBL) sessions, and at the bedside.
      3) Discuss and practice facilitations strategies faculty can use to engage their learners


    An Introduction to Interprofessional Education (IPE) and Collaborative Practice (CP)
    Instructor: (TBD) CTL Staff
    Date: 4/20/2018
    Time: 10:30am – 12:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Interprofessional education (IPE) and collaborative practice (CP) are now broadly viewed as imperatives for meeting the Quadruple Aim of healthcare, with IPE playing an integral part of health professions accreditation requirements. This workshop will focus on developing the knowledge, skills and attitudes (KSA) necessary to prepare a collaborative practice-ready workforce and meet the demands of accreditors. Following a brief presentation regarding the history and rationale relative to IPE and CP, participants will use selected case studies from Jefferson’s Center for Interprofessional Education (JCIPE) to see firsthand how such initiatives can be effectively designed, implemented and assessed. They will have an opportunity to apply the Jefferson Teamwork Observation Guide (JTOG), a validated, mobile application assessment tool allowing for 360-degree observations of teamwork behaviors.

      At the end of the session, participants should be able to:

      1) Define interprofessional education (IPE) and collaborative practice (CP)
      2) List three interprofessional learning objectives for an IPE or CP program
      3) Apply the Jefferson Teamwork Observation Guide (JTOG) to assess teamwork and CP behaviors
      4) Conduct a SWOT analysis for implementation and assessment of an innovative IPE or CP program at their home institution


    Teaching Highly Kinesthetic and Visual-Spatial Skills
    Instructor: team (see below)
    Date: 4/20/2018
    Time: 1:00pm – 4:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Instructors: Dimitrios Papanagnou, MD, MPH, EdD(c); Kathy Shaffer, RN, EdD; Ronald Hall, MD; Gretchen Diemer, MD; Abigail Wolf, MD

      Whether it's how to deliver a baby, how to place an IV, or using an ultrasound to visualize a patient’s anatomy, educators are challenged with finding best practices to instruct kinesthetic skills. They require a toolkit to help their learners achieve procedural competency. In this workshop, frameworks for kinesthetic and visual-spatial skills will be introduced, and case studies will be used to reinforce concepts. The workshop will also allow for the deliberate practice of effective teaching skills during these circumstances.

      The proposed workshop will incorporate various strategies to help the simulation educator with the instruction of procedural skills. Procedural exemplars from several specialties across varied professions will be used. The overarching goal is to have these skills readily transferrable to other concepts that may be exclusively kinesthetic and/or visual-spatial in nature.

      Strategies discussed will include, but not be limited to: heuristic models and frameworks that will help educators prepare for and optimize learning strategies for their audiences; coaching techniques; everyday games (i.e., LEGOs, Play Dough) that will be used as educational adjuncts for procedural instruction will be discussed; and hands-on practice with low- and high-fidelity simulation task trainers.

      At the end of the session, participants should be able to:

      1) Discuss heuristic models for procedural instruction, and apply strategies to help struggling learners when acquiring procedural skills training during simulation-based educational programming.
      2) Practice coaching methods to help trainees effectively manipulate equipment when operating on task trainers.
      3) Apply educational adjuncts to better assist trainees in conceptualizing three-dimensional anatomy.


    A Look at Online and Hybrid/Blended Course (Re-)Design and the Student Experience
    Instructor: Mary Gozza-Cohen, PhD
    Date: 5/1/2018
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Not all courses are created equal. This session will focus on course design in online and blended/hybrid courses and the impact it has on the student experience. Evidence-based practices will be shared with participants and examples of different, yet effective, course designs. The presentation will showcase at least one before and after example of a course re-design that will be shared by the presenter and a course instructor.

      At the end of the session, participants should be able to:
      • Explain how course design can negatively and positively impact the student experience in online and hybrid/blended courses
      • Identify two – three features of various course designs presented that they would consider incorporating in a current or future online or hybrid/blended course


    Crafting a Self-Reflective Teaching or Professional Development Portfolio Workshop
    Instructors: Jeff Ashley, PhD; Susan Frosten, MArch
    Date: 5/14/2018
    Time: 9:30am – 4:00pm
    Location: Kanbar Campus Center, Room 306, East Falls Campus
    (Register for this session)

      Monday, May 14 to Wednesday, May 16, 2018 (3 days)

      As defined by Peter Seldin (co-author of The Teaching Portfolio), a teaching portfolio is a factual description of a professor’s teaching strengths and accomplishments which includes documents and materials that collectively suggest the scope and quality of a professor’s teaching performance. This 3-day workshop pairs participants with mentors to construct a teaching (or professional development) portfolio that is reflective, evidence-based, and richly provides insight into who you are as a teacher.