TAKE YOUR TUMSBy: Allie Gardner, M.A.T., M.Ed. Educational Specialist Relationship building is important in the development of compassionate healthcare professionals. In the classroom, instructors can model for students how to show empathy, care and kindness for patients by developing positive student-teacher relationships. According to Haidet & Stein, “relationships hold a central position in medical education, and are critical for achieving favorable learning outcomes.” (2006) Neurobiology research suggests emotions play a significant role in processing and storing information. Developing a positive classroom environment, whereupon students feel emotionally bonded and trusting of their teachers, can improve retention of knowledge, conceptualization of phenomena, and future behaviors.” (Seabrook, 2004) Therefore, by establishing a positive relationship and emotional connection between students and professors, learners are more attentive, ask more questions, are more actively engaged. (Tiberius, 1994 One of the ways to engage in developing this relationship is by following Dr. Laura Riffel, the Behavior Doctor’s, orders and taking your T.U.M.S. whenever you are working with a student References:
CONSIDERATIONS FOR GETTING OFF TO A GOOD STARTBy: Brian Pinney, Ph.D. Educational Specialist The start of the school year can be a nervous time both for students and faculty. Excitement is high as a new cohort starts their medical school journey. The way students are exposed to a course can set the tone not only for that course but the rest of their curriculum. Below are several goals with research based recommendations to keep in mind as you get ready for that first class period. Establish Yourself as a Person (Build Rapport)
PLANNING FOR UNIVERSAL DESIGNBy: Vanessa Preast, Ph.D., DVM Digital Accessibility & Instructional Specialist Universal Design for Learning can help all your students. When planning your course, remember to incorporate the following into your instruction:
Clarifying Expectations for Medical Students Using Test QuestionsBy: Michelle Rogers-Johnson, Ph. D. Educational Specialist When instructors and students have a shared understanding of the learning expectations it increases the likelihood students will achieve the intended outcomes. When students start a course, they often look to the learning outcomes to give them information about the key knowledge and skills they are expected to develop. Even after reviewing the learning outcomes, students may still lack a clear idea of how well they need to understand the material and how they are expected to demonstrate their knowledge.
One way instructors can assess students’ understanding of the learning expectations and clarify criteria for performance is have them create and share their test questions (along with the answers and reference pages numbers). The instructor can then select good and poor examples of questions and have students discuss their appropriateness given the learning objectives (Angelo & Cross, 1993). As instructors engage students in a discussion about the questions, he or she might ask:
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AuthorCenter for Teaching and Learning staff Archives
May 2017
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