Teaching Development Workshops

Faculty Workshop – ID03 Matching Assessments and Objectives
Instructor: Dr. Teresa Redd, Director, CETLA

Do many of your students complain that your tests or your grades are unfair? Or do you feel that students who pass your tests still haven’t mastered the knowledge or skills your course requires? Then your assessments and objectives may be mismatched. By the end of this workshop, you will be able to do the following:

  • Distinguish declarative objectives from procedural objectives
  • Distinguish test from performance assessments.
  • Create a test blueprint to match tests with declarative unit objectives.

Small Group Facilitator Training Sessions

Sponsored Workshops - Organ Systems Units I, II, III & Molecules and Cells Units I and II Instructor: Drs. Taddesse-Heath & Philip Roane, Howard University College of Medicine

The Office of Faculty Development, Office Medical Education and leadership of the Curriculum Committee, Drs. Taddesse-Heath and Roane are sponsoring a workshop series for small group facilitators in preparation for the new academic year starting July 26th. The workshop will have sample cases that will be presented, reviewed, and role-played with opportunities for faculty feed-back and modification. The scheduled dates are on Tuesdays. Please note that additional dates will be scheduled for the remaining units. .

LC06 Case-Based Teaching: Facilitating Small Groups (2 hrs.) - Given by Dr. Theresa Redd
Prerequisite:
Bring a case you plan to teach, along with the learning objectives and case questions, if possible.

Research suggests that—compared to traditional large-class lecturing—small group discussions help students improve their ability to comprehend, solve problems, and apply knowledge to new situations. Small groups also increase students’ opportunities to enhance their communication skills and direct their own learning. Consequently, more and more institutions and accrediting bodies have shifted from an emphasis on lectures to small discussion groups. If you are transitionally from lecturing, this "hands-on" workshop will show you how to become the “guide by the side” instead of the “sage on the stage.” Since case-based teaching (CBT)—also known as Case-Based Learning (CBL)—is normally more directive than other small group pedagogies, this workshop will focus on strategies instructors can use to lead small group discussions. By the end of this workshop, you will be able to do the following:

1. Create a supportive environment for group members.

2. Manage the group process.

3. Elicit discussion of the case instead of lecturing.

4. Provide information or feedback when it will foster student learning.

The workshop will engage you in video analysis, group discussion, brainstorming, and role-playing. You will also receive a rubric to assess your own performance as a small group facilitator.

College of Medicine Faculty Retreat - June 11, 2010 "Workshops and Sessions"

Counseling for Career Planning - Jeanette L. Calli, M.S., Program Manager Careers in Medicine, AAMC

E-Value Implementation - Diane Williams, Director, Data Analysis; HU College of Medicine - Sheik N. Hassan, M.D., Dean - Academic Affairs

Active Learning - Kenneth France, M.D., Department of Psychology

Overview of Health Disparities Research at NCMHD - Francisco S. Sy, M.D. Director Division of Extramural Activities & Scientific Program

Teaching in Clinical Skills - Tamara Owens, M.ED., Director, Clinical Skills and Simulation Center

Grant Management - Dana C. Hector, CRA, Executive Director, Office of Sponsored Programs

College of Medicine Faculty Retreat – June 16, 2011 "Workshop and Session"

Edward Cornwell III, M.D. - Manuscript Review - “The key components involved in manuscript preparation, submission and response to critique will be presented from the perspective of a Faculty Member who is a clinical researcher and coeditor of a surgical journal.”

Anne M. Etgen, Ph.D. - Mentoring - A large number of academic medical centers are trying to determine whether and how to invest in mentoring programs to facilitate the professional development and advancement of their faculty. This presentation will describe the benefits of faculty mentoring to both the faculty and to the institution as a whole. Data from diverse institutional settings provide ample evidence that effective mentoring has both qualitative and quantitative benefits for the faculty. Qualitative data suggest that mentoring of junior faculty promotes career satisfaction, engagement with and commitment to the institution on the part of both mentors and mentees. Quantitative data indicate that mentoring programs increase faculty retention and promotion, and this is associated with greater success in grant acquisition and research publications. Such outcomes are clearly beneficial to the institution. In addition, at least one study provides evidence that the costs of implementing a structured mentoring program for junior faculty were offset by improved retention and the associated reduction in costs to recruit new faculty.

Anne M. Etgen, Ph.D. - Mentoring to Physicians with Research Projects

Debra Ford, M.D. & Tamara Owens, M.Ed. - Simulation Center - This workshop will introduce the health sciences community to the HUH Health Sciences’ Simulation and Surgical Skills Center. A review of the timeline and planning will be summarized. In addition, a discussion of integration of simulation technologies into the education curricula of all learners in the health science community. Participants are asked to bring their ideas and be prepared to share in the discussion.

Meredith Harrison, J.D. & Jackie Hargrove - Improving Coding & Reimbursement - Health Sciences Chief Compliance Officer, Meredith Harrison, and Faculty Practice Plan Compliance Specialist, Jackie Hargrove, will provide an overview of the Compliance Office as a resource for the faculty of the College of Medicine. Find out how to benefit from the services of the Compliance Office. Ms. Harrison and Ms. Hargrove will review documentation improvement, patient privacy and other services available from the compliance team. They will provide insight into emerging regulatory developments such as the Patient Protection and Affordable Care Act; ICD-10 and the Physician Payments Sunshine Act. 

Thomas Heinbockel, Ph.D. - Manuscript Review - In a university setting such as Howard University, publications are a marker of academic success. Generally, in academic environments, appointments and promotions are strongly linked to an individual’s bibliography. Authorship is critical to the reputation and grant support of an individual involved in scientific work and contributes to the strength and reputation of the institution. Furthermore, authorship assigns responsibility and gives credit for intellectual work. The resulting ‘publish or perish’ approach creates extraordinary pressures on scientists. Because of that, all steps prior to publishing one’s work are critical as well. This includes the research itself, the analysis of data and the writing of a manuscript. In this discussion, I will focus on the steps leading to successful submission of a manuscript (choice of journal, authorship on the manuscript), the journal review process and the editors’ decision, and subsequent actions (revision, resubmission).

Mary McDonald, M.D. - Teaching Portfolio - Advancing through the ranks as a clinical educator in medicine is certainly possible but requires that you carefully document all teaching activities and curricular innovations in a manner that highlights your accomplishments. This CME activity explores the current promotion and tenure (P&T) regulations for clinical educators at Howard University College of Medicine, reviews the trends nationally for P&T committees and introduces the teaching portfolio as a method to showcase teaching efforts. 

William M. Southerland, Ph.D. - Grant Review - The grant review workshop will focus on specific actions and considerations that can be taken during the grant writing process that will enhance the probability of funding. Some topics that will be discussed will include but are not limited to: 1) understanding that the proposal process is a dialog between the writer and the reviewer, 2) the expectation to be both explicit and summative in your writing as the needs of the proposal may demand, 3) the importance of simplicity and professional transparency in proposal writing, 4) understanding the new NIH review criteria and scoring process, and 5) what to do when your grant is not funded: preparing the revision. Other topics will also be discussed which will assist in the crystallization and effective communication of your idea to reviewer colleagues.

William M. Southerland, Ph.D. – RCMI – The Howard University Research Centers in Minority Institutions Program - The Howard University (HU) Research Centers in Minority Institutions (RCMI) Program recognizes the need of core facilities and other research infrastructure components in the support of biomedical research. In order to assist university efforts in addressing this need, the HU RCMI Program supports and maintains three core laboratory facilities. These include the Biomedical Imaging Core Facility, the Proteomics Core Facility, and the Center for Computational Biology & Bioinformatics (CCBB). The Howard University RCMI Program is funded by the division of research infrastructure, national center for research resources, national institutes of health

Kristy F. Woods, M.D., MPH – Plenary Session I – Faculty Mentoring Programs – Why, What & How - To define why a mentoring program is essential to faculty vitality; to describe characteristics and elements of an effective mentor-protégé relationship. Distinguish the relationship from the process; and to discuss how to implement a successful program at Howard University Health Sciences.

Junior Faculty Educational Series - Dr. Thomas A. Mellman, Associate Dean for Clinical & Translational Research “The Road to Research Advancement” 

Making Your Presentation Count - Drs. Rene´e R. Jenkins & Marjorie C. Gondre´-Lewis, Ph.D. 

Advising is not enough: Mentoring Matters! - Michael J. Zigmond, Ph.D., Professor & Scientific Director of Neurology and of Community & Behavioral Health Equity Associate Director, Survival Skills & Ethics Program, University of Pittsburgh