Educator's Toolbox
Curriculum for Educators

    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.

      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
    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
    Instructor: Mary Gozza-Cohen, PhD
    Date: 4/3/2018
    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: 4/11/2018
    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.