• students in a learning environment

    Bringing opportunities to enhance teaching skills to faculty

Professionalism in the Health Environment

This workshop provides learners the opportunity to learn about the core competencies of professionalism in the health environment. It will equip learners to improve patient care by successfully navigating conflicts between ethical principles, social and cultural values, and the interests of individuals and systems and helping other health professionals and students to do the same.

After this workshop, participants will be able to:

  • Describe how a professionalism lapse could be considered a medical error
  • Describe how to conduct a root cause analysis of a professionalism lapse
  • Assess challenges to professionalism improvement and develop professionalism improvement plans
  • Identify Kohlberg’s Levels of Moral Reasoning
  • Use Motivational Interviewing for professionalism engagement

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12 Tips for Teaching Clinical Reasoning

-- Dr. Paul Aronowitz

After completing this module, the learner will be able to: (1) Identify key strategies for promoting improvement in clinical reasoning in learners; (2) Understand core approaches to teaching clinical reasoning through “compare and contrast” questioning of learners; and (3) Understand strategies for “diagnosing the learner" when learners struggle to collect patient histories and laboratory data and reason to a diagnosis.

**0.5 CME Credits are available for this course.

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Fundamentals of Teaching and Learning, Interprofessional Education

This session discusses teaching/learning science and provides the foundational concepts needed to optimize student learning and engagement as well as attain course and programmatic learning outcomes. In the first class of the ITSP series we will introduce the fundamentals of curriculum development, instructional strategy, and assessment and evaluation of learning. Furthermore, we will explore the value and implementation of interprofessional education.

Currently being scheduled for Fall Quarter 2021

Epistemology and Learning Taxonomies

This session is comprised of short, topic based, online modules that explore the concept of epistemology (the study of the nature of knowledge acquisition) and several learning taxonomies to designed to help educators to deliver teaching that supports long-term learning.

Available soon.

Writing Learning Objectives and Creating Blueprint

Writing learning objectives is an important step in curriculum development and is required for syllabi and accreditation. This session will provide the skills needed to craft simply stated learning objectives that clearly outline what will be learned.

Available soon.

Curriculum Development: Classes, Courses and Programs

This session will provide fundamental approaches to assessing and evaluating student learning. Participants will learn about assessment tools and techniques as well as strategies for answering the essential question of assessment and evaluation, “how do we know that students are learning what we think we are teaching?”

Currently being scheduled for Fall Quarter 2021

Assessment and Evaluation of Learning and Programs

This session will provide fundamental approaches to assessing and evaluating student learning. Participants will learn about assessment tools and techniques as well as strategies for answering the essential question of assessment and evaluation, “how do we know that students are learning what we think we are teaching?”

Available soon.

Education Equity and Inclusive Classrooms

This session will explore best and promising practices in teaching and learning. We discuss how instructors can ensure that health professions students, at UC Davis, feel valued and included so that they can not only survive their education but thrive. Participants will explore concepts like stereotype threat, internalized bias, microaggressions and imposter syndrome and strategies for how to mitigate these experiences for students.

Currently being scheduled for Fall Quarter 2021

Principles of Learner-Centered Teaching

This session will discuss how to maximize learning by balancing power in learning environments, motivating students to become actively engaged in and responsible for their learning, and strategies for focusing on what will be learned rather than what will be taught.

Available soon.

Student Advocacy, Mentoring and Mitigating Mistreatment

This session is comprised of several online units that are focused on student success. Faculty will learn how to advocate for and mentor a diversity of students with differing learning and mentoring needs. We will also explore ways to mitigate student mistreatment at both the individual and institutional levels.

Available soon.

Cultural Humility and the Interruption of Scripts of Racial Inequality

In this session we will make visible often unspoken social scripts we hole for “The Other” and for ourselves that may impact our encounters and service to others. (If we can see it, we can confront it, interrupt it, and potentially transform it). We will outline key components of Cultural Humility as an approach to interrupt these scripts of inequality. Finally, we will distinguish between Diversity Training, Cultural Competence Education, and Identity Work.

Currently being scheduled for Fall Quarter 2021

Stanford Faculty Development Program in Clinical Teaching

A half-day Faculty Development Workshop on Clinical Teaching will be given through the UC Davis Department of Internal Medicine: Participants will be introduced to an educational framework with a focus on the following areas: The Learning Climate, Promotion of Understanding and Retention, and Feedback. The sessions will be delivered using a combination of short didactics, video review of actual teaching sessions, and reflective exercise.

Instructor: Mithu Molla, M.D., M.B.A.

Coming soon, date TBD

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Mobile Summer Institutes On Scientific Teaching

Based on the nationally acclaimed Summer Institutes on Scientific Teaching, the Mobile Summer Institutes is a five-day location-specific offering hosted at UC Davis for our faculty educators.

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