Educator's Toolbox
Curriculum for Educators

    Introduction to a Noval Method for Educational Scholarship Dissemination: Med EDPortal
    Instructor: Nethra Ankam, MD
    Date: 10/17/2014
    Time: 12:00pm – 1:00pm
    Location: 101 BLSB
    (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 will:

      1) Introduce MedEdPORTAL’s suite of services (Publications, iCollaborative, CE Directory)
      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


    Apps Smackdown
    Instructors: Martha Ankeny, M.Ed; Brian Cuzzolina
    Date: 11/5/2014
    Time: 12:00pm – 1:00pm
    Location: 101 BLSB
    (Register for this session)

      There is an App for just about everything! As of June 2014, there were 1,200,000 Apps in the iTunes App Store. Surprisingly, educational Apps are the second-most popular category of downloads.

      In this session, we will walk through how to find, review, download, and organize Apps. We’ll also talk about how to get help using specific Apps. Time will also be spend on Apps popular to the Jefferson community, including Browzine, iAnnotate, Inkling, Kno, and iMedicalApps.

      So bring your iPAD, along with your Apple ID and password, and we will download some Apps. Or, if you’re feeling adventurous, go ahead and download something before you arrive.

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

      1) Search, find, and evaluate Apps
      2) Download and organize Apps on an iPAD or Tablet device
      3) Find help using Apps


    From Rough Draft to Publication: A Workshop on Developing your Educational Projects for Publication onto MedEdPORTAL
    Instructor: Nethra Ankam, MD
    Date: 11/14/2014
    Time: 12:00pm – 1:00pm
    Location: 216 Hamilton
    (Register for this session)

      This workshop will introduce strategies to help faculty develop their current educational activities, ideas, and programs into scholarly projects for potential publication onto the AAMC’s MedEdPORTAL. Participants will be asked to bring their rough drafts (the educational content they would like to see to publication) to the workshop, where they will apply the processes for successful development into scholarly work. Participants will work through real-life examples that will facilitate understanding the processes of clearing a publication from a copyright standpoint, as well as creating an instructor’s guide. Registration will be limited to only 10 participants.

      Through didactic and hands-on learning activities and discussion, participants in this session will:

      1) Identify MedEDPortal and distinguish its role in creating an open exchange of health education teaching and assessment resources
      2) Relate the MedEdPORTAL’s rigorous peer-review processes for successful publication
      3) Develop a plan for turning current educational content into educational scholarship
      4) Apply processes and strategies for publication to their own work


    Design for Engaged Learning
    Instructor: Ellen Goldman, EdD
    Date: 11/19/2014
    Time: 9:00am – 10:45am
    Location: 307 JAH
    (Register for this session)

      This workshop will help participants assimilate principles of adult learning and effective instructional design techniques as they integrate active learning into their courses. Participants will be provided with frameworks and resources to guide them through the design process, including a step-by-step class design framework, descriptions of 22 active learning techniques, and a reference list.
      The materials presented and used can be applied to any course and used with any audience, so the applicability of this session extends to all areas of the health sciences.
      At the conclusion of this session, participants will be able to:
      1) Identify the major components of effective learner-centered instructional design
      2) Recognize the power of active engagement of students in the learning process
      3) Reformulate a traditional teaching session with strategies for active engagement


    Designing and Implementing Effective Learning Communities
    Instructors: Ellen Goldman, EdD; Dimitrios Papanagnou, MD, MPH
    Date: 11/19/2014
    Time: 11:00am – 12:30pm
    Location: 307 JAH
    (Register for this session)

      Whether you provide healthcare in the clinic, the emergency department, or the ICU; whether you eat lunch in the cafeteria or in the office; whether you belong to a journal club or a book club; or whether you subscribe to a discussion board or a newsgroup – chances are that you already belong to a community of practice. It's even likely that you belong to multiple communities of practice.
      The concept of a community of practice (CoP) is not a new phenomenon – this type of learning practice existed for as long as individuals have been learning and sharing their experiences through storytelling. Individuals that comprises a CoP can evolve and learn naturally because of a common interest in a particular domain (i.e., a profession), or the group can be created specifically with the goal of gaining knowledge related to a field.

      Consider your professional medical society membership; that qualifies as a community of practice. Consider your professional memberships on-campus at Thomas Jefferson University (i.e., committees, councils, etc.); those, too, count as communities of practice. And within each community, there is learning that takes place.

      So why do we subscribe ourselves to these communities? Why are communities of practice so vital to our pedagogy? And is there a way we can leverage communities of practice to foster learning in our students and trainees?

      At the conclusion of this session, participants will be able to:
      1) Define and describe a community of practice
      2) Discuss the role of communities of practice in medical educational curricula
      3) Relate and critique an example of the application of a CoP learning model in a medical school curriculum
      Explore potential applications for communities of practice in healthcare education

      * Dr. Ellen Goldman is an Associate Professor of Human and Organizational Learning and Director of the Master Teacher Leadership Development Program, a partnership with the GW School of Medicine and Health Sciences. Her scholarship and practice focus on learning and leadership to enhance individual and organizational performance. Dr. Goldman has studied the development of strategic thinking ability and its application to management development and changing organizational culture. Her research identifying work experiences that contribute to the development of expertise in strategic thinking won the Richard A. Swanson Research Excellence Award. Dr. Goldman has also published on learning in medical training and professional development programs. Her current research interests include educational and organizational practices that develop leadership abilities and higher level thinking skills.

      Dr. Goldman has over 30 years experience as a healthcare executive and consultant. She has worked with over 300 hospitals and healthcare systems to craft corporate, business and programmatic strategy; assess and implement mergers; identify acquisitions and other growth initiatives, and develop board and managerial leadership. Dr. Goldman holds an MBA from the University of Pittsburgh and an EdD from The George Washington University. She consults and teaches nationally with health care systems on strategic thinking and leadership development.


    Meet ICE: Jefferson's Interactive Curricula Experience Software
    Instructor: Martha Ankeny, M.Ed
    Date: 2/4/2015
    Time: 3:00pm – 4:30pm
    Location: Scott 306 Macintosh Computer Lab
    (Register for this session)

      While clinical practice continues to evolve, pedagogy has not reflected a parallel transformation. Today’s students are comfortable with technology and are expected to use technology in practice. The Interactive Curricular Experience (ICE) is a content management system that facilitates the organization and delivery of Jefferson-developed content for faculty across programs and schools. ICE provides a mechanism to create new learning objects and course content that can be accessed, duplicated or modified by numerous instructors for use in different courses. The courseware is published and then made available to students via iPad, laptop, and desktop computers. Interprofessional faculty teams are creating shared content in several areas, including cultural competence, health literacy, and research.

      ICE will be used to create a TJU Faculty Development-specific module allowing participants to download the free Jefferson App from iTunes onto their iPad prior to the session, and use the module as a learning tool in preparation for the session.

      This technology will enhance learning by increasing experiential learning, enabling interprofessional collaboration, promoting efficiencies across programs leading to reduced redundancy, cost, and resource utilization. ICE will create a learning environment that sparks students' curiosity and encourages exploration and discovery.

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

      1) Identify ICE as TJU’s system for facilitating faculty-developed, Jefferson-specific content for iPads
      2) Engage faculty in a modified “flipped classroom” approach to pedagogy using ICE
      3) Originate content for a course and upload it to ICE


    TeamSTEPPS: What's All the Buzz About?
    Instructors: Rachel Sorokin, MD; Elizabeth Speakman, Rn, EdD; Alan Forstater, MD; Dimitrios Papanagnou, MD, MPH
    Date: 2/4/2015
    Time: 9:00am – 12:00pm
    Location: 101 BLSB
    (Register for this session)

      Based on twenty years of research and development, the Department of Defense, in collaboration with the Agency for healthcare Research and Quality (AHRQ), created TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety). TeamSTEPPS is an evidence-based training curriculum designed to improve communication and teamwork skills among healthcare professionals.

      Learners participating in this session will:

      1) Describe what TeamSTEPPS is and how it can be used as an actionable improvement strategy for learners’ respective department and/or unit
      2) Define effective leadership and communication skills, situation monitoring, and mutual support
      3) Identify barriers to teamwork, strategies to overcome teamwork barriers, and potential successful outcomes
      4) Apply TeamSTEPPS concepts to in-class role plays and simulation exercises


    Understanding How Personality Affects Teaching Styles
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 2/4/2015
    Time: 1:00pm – 3:00pm
    Location: 101 BLSB
    (Register for this session)

      The literature is replete with studies that explain how our students learn. Personality and self-identified learning preferences impact the affective, cognitive, and psychomotor domains of our students’ learning. But do the methods of our instruction, too, play a role in their learning?

      Whether you’re an introvert or an extrovert, or whether you value the ‘big picture’ or pay attention to the details, chances are that your personality influences your pedagogical philosophy and your instructional methodologies. So if we are to be effective with teaching students with a wide range of learning styles, it is essential that we have an awareness of our intrinsic preferences for instruction, and have the comfort to adopt teaching styles that can expand our instructional repertoire.

      Through didactic and hands-on learning activities and discussion, participants in this session will be able to:

      1) Identify and describe their Myers-Briggs Personality Type Indicator (MBTI)
      2) Discover how one’s MBTI might influence his/her teaching and instructional selections
      3) Explain how a student’s MBTI influences learning outcomes and satisfaction in the classroom
      4) Apply novel instructional strategies in their respective teaching environments that can cater to the learning preferences of a diverse audience