Teaching Handbook Editors


SECTION 4: Teaching Roles



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SECTION 4: Teaching Roles


39

Dealing with Difficult Teaching Situations Cheryl Kristjanson


39

Mentorship Debra Radi


41

Teaching in the Gross Anatomy Lab Judy Anderson


42

Tips for Clinical Teaching Ana Hanlon-Dearman


44


Clerkship Expectations Checklist Ming-Ka Chan


45

Teaching/Learning in the Surgical Clerkship Rudy Danzinger


45

Health Promotion in the Clinical Area Jamie Evancio



SECTION 5: Evaluation of Students


46

Planning for Assessment Cheryl Kristjanson


49

Designing Multiple Choice Questions Dieter Schönwetter,

Mark Torchia

& Cheryl Kristjanson


51


Clerkship Evaluation Cheryl Kristjanson



SECTION 6: Resources for Faculty


56

New Faculty Series Cheryl Kristjanson


56

TIPS Holly Harris


56

Certification In Higher Education Angela Tittle


59

Masters of Education in Post-Secondary Studies Angela Tittle


62

Utilizing Technology Pat McCullough

Digital Copyright Clearance & Lori Wallace





Foreward
Teaching and research are complementary, one to the other. This maxim is historically based for basic and clinical science faculty with the acknowledgements that one who is on the cutting edge of their research is more fit for teaching and that one who is constantly teaching is more versed in conceptualizing clearly the scientific method and research findings of their discipline. More recent, at least in medical schools, is the acceptance that education itself is a discipline to be strengthened by research on learning, human development, psychological assessment, evaluation and the learning context, among other components.
There is a myth among many of our faculty that good teaching is not valued. I want to assure you that all of our promotions reviews consider carefully the teaching performance of those under consideration. In fact for all promotions to the level of associate professor the teaching performance is the primary determinant of success. As well, each year our undergraduate medical students consider seventy to eighty faculty worthy of a nomination for excellence in teaching. And the teaching challenge itself stimulates us to stay current. It is true that teaching cannot ever be expected to be remunerated at the levels of clinical services but the recognition of one’s peers and the recognition of one’s students combined with the immense sense of satisfaction from watching first hand the development of young clinicians and scientists (and yes, teachers in their own right) are surely indications of the value of good teaching.
This is a practical handbook developed for our own faculty by our own experts in medical education and based on evidence about what works best for us. Cheryl Kristjanson, Debra Radi and Angela Tittle have considered the input of sixteen of our own best educators and distilled it into a concise and understandable aid to faculty engaged in teaching. It should be read by all who find themselves teaching at any level.




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