Educator's Toolbox
Curriculum for Educators

    Meet ICE: Jefferson's Interactive Curricula Experience Software
    Instructor: Martha Ankeny, M.Ed
    Date: 2/4/2015
    Time: 3:00pm – 4:30pm
    Location: Scott 200A
    (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: 505 Hamilton Building, 5th floor
    (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: 105/107 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