Educator's Toolbox
Curriculum for Educators

    Just In Time Low-Stakes Formative Assessments: Tips and Strategies to Inform Instruction
    Instructor: Mary Gozza-Cohen, PhD
    Date: 3/28/2017
    Time: 1:00pm – 2:30pm
    Location: Scott 200A
    (Register for this session)

      In this workshop, we will discuss and practice using evidence-based strategies for assessing student understanding of the content throughout the semester. This ‘just in time’ data provides ongoing feedback used by instructors to adjust their teaching to improve student outcomes. Formative assessments are also designed to help students identify their strengths and areas in need of more targeted work prior to taking high-stakes exams and other assessments. Formative assessments need not be time consuming to create or to deliver and analyze.

      At the end of this session, participants will be able to:
      • Understand the purposes of and differences between formative and summative assessments
      • Describe multiple formative assessment options for use in their courses
      • Create at least one formative assessment for immediate use in one or more courses


    Blackboard Learn: Grade Center
    Date: 3/31/2017
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Do you write exactly 50 test questions so they can each be worth 2 points? Does the Blackboard Grade Center make you uncomfortable? Attend this workshop to improve your comfort level and learn a few new features that have the potential to save you lots of time.

      Topics will include:

      1) Overview of the Grade Center
      2) Create calculated/weighted columns
      3) How to exempt grades
      4) How to automatically re-grade an exam
      5) How to use Grade Schema to report letter grades


    Clinical Behavior: Evaluating a Student’s Professionalism
    Instructors: Andrea Joseph, MS, RPh; Kathleen Day, MS
    Date: 4/5/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      Many health care accreditation organizations require that programs not only foster professionalism, but also demonstrate that graduates possess these qualities. The evaluation of values, affect and communication skill is significantly more difficult than the evaluation of cognition or psychomotor skill. If evaluating professionalism troubles you, this one-hour workshop should being to ease your discomfort.

      Topics include:
      • Validity of Measurement in the Affective Domain
      • Strategies to Improve Reliability of Affective Domain Assessment Instruments
      • Formative and Summative Evaluations of Professionalism


    Electronic Portfolios for Academic Programs and Career Success
    Instructor: Julie Phillips, PhD
    Date: 4/28/2017
    Time: 9:00am – 10:00am
    Location: Scott 200A
    (Register for this session)

      The fields of art, architecture and engineering have long used portfolio’s as a way for both students – and professionals – to show case their work. Not unexpectedly, these physical portfolios have found their way onto the digital world and are often called e-portfolios. Whether physical or electronic this tool for show casing a person’s skills and experience is valuable. Both to the learner as evidence of their accomplishments and as a tool to help them stand out as a better candidate in the hiring process. Portfolios can also play an important role in the professional development of a student. Specific course projects that meet academic objectives can be reflected on, solidifying the students understanding of concepts and the skills they’ve mastered.

      Upon completion of this workshop, participants will be able to:
      • Identify how portfolios can be used in the academic program to track student progress and mastery of skills
      • Observe a demonstration of sample portfolios in Jefferson’s portfolio product, Portfolium
      • Identify which assignments in your course would be appropriate for showcasing student achievement in a portfolio


    Essentials of Mentorship
    Instructor: Anthony Donato, MD
    Date: 4/28/2017
    Time: 9:00am – 11:00am
    Location: 101 BLSB
    (Register for this session)

      As academic medicine struggles to adopt outcomes-based medical education paradigms while battling productivity pressures and record levels of physician burnout, the relationships between faculty members and their trainees are more important than ever. This perfect storm, however, threatens the key ingredient that was the backbone of residency training from its outset – the apprenticeship model, in which mentors guided the younger generation through their important career, as well as home and life decisions.
      This workshop will review qualities of effective mentors, as well as review the best of innovations published in the GME literature that promote and invigorate mentor-mentee relationships. Participants will review the emerging literature on professional identity formation, and will exchange ideas to invigorate their department’s mentoring programs.

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

      1) Identify characteristics of effective mentors
      2) Define the concept of professional identify formation, and apply it to their own experience as a physician
      3) List two feasible and sustainable programmatic interventions to improve their own mentoring programs

      * Dr. Donato completed his undergraduate work at Georgetown University and Medical School at the University of Pittsburgh School of Medicine on a scholarship program with the United States Air Force. Following completion of an Air Force Internal Medicine residency and teaching military residents and students as a Clerkship Director for Uniformed Services University, he joined the Reading Hospital Internal Medicine Faculty in 2001. He continued his pursuit of improving his teaching skills with his completion of a General Internal Medicine Fellowship at the University of North Carolina at Chapel Hill in 2005, and completed a Masters of Health Professions Education program through the University of Illinois at Chicago in 2012. His professional interests involve direct observation techniques and deepening apprenticeship models of resident development through innovative educational techniques. He currently serves as Associate Program Director of Internal Medicine, teaches residents on the inpatient wards, and is a Professor of Medicine at the Sidney Kimmel Medical College at Thomas Jefferson University.


    Teaching in an Age of Medical Uncertainty
    Instructor: Gretchen Diemer, MD
    Date: 4/28/2017
    Time: 11:00am – 12:00pm
    Location: 101 BLSB
    (Register for this session)

      With an increasing focus on High Value Care in medical education, this seminar exposes how coping with uncertainty is critical to faculty and learners at all levels of education. Recognizing uncertainty in ourselves and understanding how testing or treatments are likely to help address uncertainty and explicitly discussing this with our learners is the best way to combat a hidden curriculum that is very intolerant of uncertainty. We will review the concept of uncertainty and discuss ways to personally cope with uncertainty and how to teach our learners to cope with it.
      At the end of this session, participants should be able to:

      1) Recognize how uncertainty is ubiquitous in the practice of medicine
      2) Practice techniques to deal with their own uncertainty for their learners via role modeling exercises
      3) Discuss how the search for certainty may impact the value of care delivered to patients


    Teaching your Residents to Teach: An Immersive Workshop
    Instructors: Gretchen Diemer, MD; Dimitrios Papanagnou, MD, MPH; Abigail Wolf, MD
    Date: 4/28/2017
    Time: 1:00pm – 3:30pm
    Location: 101 BLSB
    (Register for this session)

      Regardless of discipline or specialty training, a significant portion of residents’ responsibilities involves teaching and evaluating medical students and interns. Few of them, if any, however, have had formalized training in educational theory. In the face of Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME) requirements, graduate medical education programs must be able to deliver instructional programs to their housestaff on effective teaching principles.
      This interactive workshop will provide an overview of the core educational skills residents will need to succeed as teachers of both medical students and interns. These will include principles of adult learning theory; effective feedback skills; appropriate coaching methods during procedural instruction; evaluation tools; and modeling tips for clinical decision-making. Workshop instructors will review these skills, and will facilitate a forum where participants will share and collaboratively design methods and curricular elements to develop instructional sessions for their residents at their respective institutions.
      At the end of this session, participants should be able to:

      1) Review essential components of a curriculum that will prepare residents to be effective teachers of interns and students (i.e., learning styles and preferences, adult learning theory, procedural learning, feedback and evaluation, clinical decision-making).
      2) Apply pedagogical principles to design an instructional session for their own residents at their respective programs and departments (i.e., one-hour, three-hour, or half-day formats).
      3) Develop a [specialty-neutral] instructional curriculum for residents that directly links to ACGME milestones (i.e., PC, SBP, ICS) Milestones


    Assessing the Skillful (or not-so Skillful) Practitioner
    Instructors: Katherine Berg, MD; Kathleen Day, MS
    Date: 5/2/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      The psychomotor domain is by far the most resource intensive of the three (cognitive, affective, psychomotor) domains to measure. This one-hour workshop will explore the difficulties associated with evaluating skill performance and strategies to overcome these obstacles.

      Topics include:
      • Validity of Measurement in the Psychomotor Domain
      • Skill Acquisition, Scaffolding and the Assessment Cycle
      • Strategies to Reliably Recognize the Skillful Practitioner


    Improve Your Bedside Teaching: Tips to Facilitate the Instruction of Different Learners in the Clinical Learning Environment
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 5/4/2017
    Time: 12:00pm – 1:30pm
    Location: TBD
    (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) Describe various modalities to teach learners at different stages of training at the bedside
      4) Utilize the experience of the patient and family during the teaching session