Title: Tailoring Teaching

Instructors:

• Laurence Biro
• Ophir Vinik
• Robbie Goldberg
• Samantha Hill
• Sanjukta Basak

Intended Audience:

• INTAPT learners
• Health educators

Length of Workshop:

• 4 hours (includes 30 minute break, 30 minutes for end evaluation)

Goal of Workshop:

To foster improved knowledge, skills and attitudes by helping learners recognize and address some of the factors that affect learning

Objectives:

1. Knowledge:
   1. Identify and recall 3 factors that impact learning
   2. Name 3 strategies to address the needs of the struggling learner
   3. Name 3 strategies to address the needs of the interprofessional
2. Skill: Demonstrate knowledge of leadership skills involved in course curriculum implementation.
3. Attitude: Accept the significance and relevance of theory in pr

Lesson Plan Agenda

8:00-8:05: Introduction of presenters: 5 minutes, Saleh, Eugene, Nasser

8:05-8:15: Icebreaker: 10 minute, Saleh, Eugene, Nasser

8:15-8:20: Objectives: 5 minutes, Nasser

8:20-8:25: Case scenario: 5 minutes, Eugene

8:25-9:00: Group interactive session, small groups: 35 minutes, Saleh, Eugene, Nasser

9:00-9:20: Curriculum Development: Theory/Models, Eugene

9:20-9:50: Break

9:50-10:20: Group interactive session, role playing, Saleh, Eugene, Nasser

10:20-10:40: Role of delivery of interprofessional education, Nasser

10:40-11:00: e-Interactive questions, Saleh, Eugene, Nasser

11:00-11:20: Implementation and Leadership strategies, Saleh

11:20-11:30: Summary/Conclusions, Saleh, Eugene, Nasser

11:30-12:00: Evaluations, feedback, reflection

Workshop Materials

1. Laptop
2. Projector and spare projector
3. Powerpoint presentation (preloaded on computer and spare USB)
4. Internet
5. iclicker or similar mobile phone device app
6. Workshop handouts
7. Chart Paper
8. Markers
9. Snacks for break
10. Evaluation forms

Group Process/Plan:

May 1 (in person): 1st meeting, Concept generation

May 8 (in person): Further brainstorming

May 11 (virtual meeting on WizIQ): Workshop outline generation

May 15 (in person): Discuss evaluation form/Group presentation format/Problem-solving

May 22 (in person): Group presentation work/Practice/Problem-solving

June 5 (in person): Group practice/Final touches

-We will work on our individual sections/read between official meeting times

-We will create further virtual meetings as needed along the way

-Process to be re-evaluated at each ‘in person’ meeting

References:

1. Kern, D. (2009) Curriculum Development for Medical Education. A Six-Step Approach. The Johns Hopkins University Press/Baltimore and London.
2. Dent JA, Harden RM. (2009) Practical guide for medical teachers. 4th. ed. Chapter by Harden RM. Curriculum planning and development. Elsevier Ltd./Toronto.
3. Hodges, B D, Kuper, A. (2013) Theory and Practice in Design and conduct of Graduate Medical Education. Academic Medicine, 87(1), 25-33.
4. Fox, S. (1985) The Vitality of Theory in Schwab’s Conception of the Practical. Curriculum Inquiry, 15(1), 63.
5. Covey, S.R. (2005) The Seven Habits of Highly Effective People. Rosetta Books, LLC/ New York.
6. John Maxwell, The 5 Levels of Leadership: Proven Steps to Maximize Your Potential, 2011.
7. Royeen, C. (2009) Leadership in Interprofessional Health Education and Practice. Jones and Bartlett Publishers/Sudbury.

8.Diamond, R. (1998) Designing & Assessing Courses & Curricula. Jossey-Bass A Wiley Company/San Francisco.

9.Steinert, Y. (2014) Faculty Development in the Health Professions Springer.

10.Liesel Knaack, A Practical Handbook for Educators: Designing Learning Opportunities, 2011

11.Thomas P, Kern D. Internet Resources for Curriculum Development in Medical Education. An Annotated Bibliography. J Gen Intern Med. 2004; 19: 599-605.