UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)

8/13/2019 UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)

1/8MedEd /eNews [1]

Electronic Newsletter onElectronic Newsletter on

faculty & residentfaculty & residentinstructional developmentinstructional development|||Med///Ed eNew

Scoop

Residents as Educa-

tors (RAE) Programnew acvity

report form online!

Read more

TWTWorkshop with Mike Grith, MS

27 February 2014

9-11 am MDL-3116

DoceriCreate presentaons

with your iPad!

Check out theseonline tools for

enhancing learner

engagement:

Poll Everywhere

Doceri

Socrave

Instruconaltechnology

EBM Search Tools

AMES/OMSE FID

Series 2013-14

Videos online!

Issue 07FEB 2014 Editor Karen Spear Ellinwood, PhD, JDEditor Karen Spear Ellinwood, PhD, JD

Connued on page 4

Volume 2

2.072.072.07

Grading is a form of assessment, but

assessment is not always about

grading. What qualifies as assess-

ment may differ from one faculty member to

another.

In the AMES/OMSE FID Series seminar in Janu-

ary 2014, one of the presenters, Susan Ellis,

EdS, Program Manager for Assessment of Stu-dent Performance, asked the faculty audience

to identify whether assessment was the equiv-

alent of grading. Half the respondents said they

were pretty sure that assessment was not

equivalent to grading, while 38% asserted that

they were absolutely certain this is false.

Ms. Ellis was checking in with her audience to

determine their understanding of the term

assessment before starting the presentation. In

other words, she began the seminar on assess-

ment with assessment.

Formative Assessment

Strategies for Class-

room and Clinical

Contexts

This quick check told Ms. Ellis there was varia-

tion in the degree of certainty with which par-

ticipants believed assessment was not the

equivalent of grading, but it did not clarify the

reasoning behind these responses. That Ms.

Ellis did in a brief exchange with the audience,

thereby demonstrating a learner-centered

approach to assessment and emphasizing an

easy and efficient way to use assessment in a

formative mannerallowing educators to offer

informed responses to learners.

What is Assessment?As I said earlier, grading is a form of assess-

this isCover: Formave Assessment Stra

The Scoop: RAE Program

Resident Development with Dr. Pritchard

FEATURE (connued

Save the dat

Karen Spear Ellinwood, PhD, JD, EdS

Assessment = Grading

Im prey sure it is false. 50%

I have no idea whether its true or

false.

13%

Im absolutely certain this is false. 38%
http://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsehttps://vimeo.com/58654310https://vimeo.com/58654310http://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/instructional-techhttp://fid.medicine.arizona.edu/technology/instructional-techhttp://omse.medicine.arizona.edu/edtechhttp://omse.medicine.arizona.edu/edtechhttp://fid.medicine.arizona.edu/fid-series/13-14http://ahsl.arizona.edu/ebdm-cerhttp://omse.medicine.arizona.edu/edtechhttp://fid.medicine.arizona.edu/technology/instructional-techhttp://fid.medicine.arizona.edu/technology/audience-responsehttps://vimeo.com/58654310http://fid.medicine.arizona.edu/technology/audience-response


2/8

Med Ed eNews has 2,613 reads

through Scribd.com, our

publishing host!, in addion to

the UA COM faculty readers. If

you would like to submit a

piece, please follow these

guidelines:

1) 1000 words maximum;

2) Address issues relevant to

teaching, assessment or

technology in classroom

or clinical sengs;

3) Include references to

scholarly works on

(medical).

SUBMISSION GUIDELINES

MedEd /eNews [2]

Contact OMSE

Forone-on-o

ne&groupin

-

structionald

evelopment

for

departments

orindividual

faculty,inclu

dingprecept

ors

&residents!

Find outmore

The UA COM instruconal development poli-

cyrequires all residents to parcipate in the

Residents as Educators [RAE] orientaon to

teaching and complete about 2 hours of in-

struconal development acvies each year for

the duraon of their residency.LCME requires

UA COM to maintain central records docu-

menng aendance and compleon of this

requirement by all residents who teach medical

students. OMSE documents such aendance

for RAE events it sponsors.

The RAE Program provides support to residents

and residency program directors in ensuring

resident compliance with the FID policy in two

ways. First, the RAE Program can develop and

conduct instruconal development acvies

that sasfying the policy requirement for resi-

dents to parcipate in ongoing educator devel-

opment throughout their residencies. Second,

the RAE Program can assist residency program

directors or departments in creang their own

programming to sasfy the requirement.

RAE Program workshops addressa wide range

all for submissionsWould you like to share your ide-

as or experiences about developing

or enhancing clinical or classroom

teaching and assessment practices?

Please submit your

manuscript to Karen

Spear Ellinwood.

TheRAE Program hasgot-

tenofftoa

greatstart

with5depar

tmentsdeve

l-

opingresiden

tsaseducat

ors

programming

.

Find outmore >>>

Scoop | Residents asEducators Programof topics covering four ACGME competencies:

Pracce-based learning and Improvement;

Interpersonal and Communicaon Skills; Pro-

fessionalism; and Systems-based Pracce.

The RAE Program does not assumewhich skillsresidents ought to learn or improve. Instead,

we conduct a faculty instruconal develop-

ment (FID) needs assessment to idenfy teach-

ing strengths as well as pracces in need of

improvement, in close collaboraon with de-

partments, residency program and clerkship

directors.

The RAE needs assessment involves up to four

sources of data: (1) Self-assessment survey by

residents; (2) Careful review of de-idened

student feedback surveys or clerkship evalua-

ons; (3) Direct observaons of resident teach-

ing; and (4) Input from residents and clerkship

program co-directors.

We provide a report of the needs assessment

to the Residency Program Director, who then

decides whether to request that we develop a

workshop based on the assessment or for as-

sistance in developing program-sponsored RAE

acvies.

LCME Standard ED-24 also requires the College

of medicine to centrally monitor whether resi-dents are complying with the policy. To ensure

compliance, we are asking Residency Program

Directors to:

Maintain aendance records and docu-

ment the number of hours and residents

who parcipate in department or pro-

gram-sponsored instruconal develop-

ment acvies; and

Report this informaon to OMSE by the

end of May each year.

[NOTE: Download informaon cardwith acve

links and QR codes to take you to the appropri-

ate forms]

SupportDepending upon your residents needs or re-

quests, instruconal development acvies

may be conducted one-on-one, in small groups

or larger groups, using interacve methods of

teaching and learning. [Connued on p. 3]
http://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/content/fid-request-formhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/clinical-educators/rae-programhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfmailto:[email protected]?subject=Submission%20for%20Med/Ed%20eNewshttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/sites/default/files/u4/rae_ed-24_formnotice.pdfhttp://fid.medicine.arizona.edu/clinical-educators/rae-programmailto:[email protected]?subject=Submission%20for%20MedEd%20eNewshttp://fid.medicine.arizona.edu/content/fid-request-formhttp://omse.medicine.arizona.edu/fidcalendar


3/8

Support for

Residents

MedEd /eNews [3]

Resident evelopment

Gail Pritchard, PhD

Senior Interim Learning Specialist

Oces of Medical Student

Educaon and Graduate Medical Educaon

[520.626.2390]

The goal of the presentaon is to oer two learner -

centered models of bedside teaching. One is based

on the UA COM Sociees pro-gram mentoring model

and the other is Paent-centered rounding for

learner centered bedside teaching.

The presentersprefer an interacve seminar

experience, and encourage quesons and discussion.

Bedside Teaching

FID Series #8Date: 3 March, 2014

Time: 10:00 11:30 am

Locaon: COM-3230

RSVP: Click on RSVP stamp

Refreshments will be

served.

dents and fellows that focus on developing

learning strategies, test-taking strategies,

and organizaon and me management

strategies, and enhancing presentaon

skills, such as in learning strategies fro im-

proving how to present Grand Rounds.

Visit the Resident Development

site

The Oce of Resident Developments

mission is to provide educaonal support

in a structured environment for helping

Residents and Fellows achieve their educa-

onal goals. The ORD provides individual

support for developing: A curriculum vitae and cover leer

An appropriate study schedule for

STEP 3, in-Service exams, and specialty

boards

Communicaon skillsi.e. Giving/

receiving feedback, developing presenta-

on skills

Projectsi.e. Eciently reading and

reviewing research arcles; synthesizing

literature into comprehensive reviews;

eecve preparaon for group presenta-

ons

Strategies for learning content materi-

al related to exams

Strategies for test-taking

The ORD also provides department level

support by conducng workshops for resi-

RAE Program FeedbackResidents and program directors will be asked

to evaluate the RAE acvies and suggest

improvements or request addional support.

ContactT. Gail Pritchard, PhD

520.626.2390

[email protected]

Karen Spear Ellinwood, PhD, JD

Ph. 520.626.1743

[email protected]

Scoop [connued from p. 2
mailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultyhttp://fid.medicine.arizona.edu/clinical-educators/rae-programs/faqhttp://fid.medicine.arizona.edu/content/rae-program-requesthttp://fid.medicine.arizona.edu/content/fid-series-rsvphttp://fid.medicine.arizona.edu/content/fid-series-rsvpmailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultyhttp://fid.medicine.arizona.edu/resident-development/homemailto:[email protected]?subject=I%27d%20like%20to%20know%20more%20about%20the%20Office%20of%20Resident%20Development


4/8

[Connued from page 1|COVER]

MedEd /eNews [4 ]

ment but assessment does not always take the form of grading. Ms. Ellis described assessment as gathering and making judgments about da-

ta. In the case of student assessment, assessment is a data -based judgment about student performance. In addition to measuring student

performance, Ms. Ellis identified several other ways in which educators use assessment strategies, including:

Accountability for accreditation;

Curricular revision;

Program evaluation; and

Evaluate teaching.

Assessment may be summative or formative. While it may also be used to improve future performance, summative assessment provides a

final evaluation of performance.

Formative assessment is specifically intended to generate feedback on performance to improve and accelerate learning (Sadler, 1998), (Nicol

& Macfarlane-Dick, 2006). Therefore, it is conducted at a time that allows the educator to offer feedback to the student and suggest action for

improving performance. Formative assessment can support self-regulated learning, that is, the active monitoring and regulation of the learn-

ing process (Pintrich & Zusho, 2002;Nicol & Macfarlane-Dick, 2006).

Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor,

regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the

contextual features of the environment. (Pintrich & Zusho, p. 64).

Self-regulation, then, requires the learner to be conscious of the end -goal for participating in a given academic activity, e.g., to learn specific

knowledge, procedure or skill, or earn credentials. Formative assessment can help remind students of what those goals are because every as-

sessment activity should be related to at least one learning objective. Nicol & Macfarlane-Dick (2006,205) identified seven principles for good

feedback practice aimed at developing or enhancing the learners ability to self-regulate:

1) Helps clarify what good performance is (goals, criteria, expected standards);

2) Facilitates the development of self-assessment (reflection) in learning;

3) Delivers high quality information to students about their learning;

4) Encourages teacher and peer dialogue around learning;

5) Encourages positive motivational beliefs and self-esteem;

6) Provides opportunities to close the gap between current and desired performance;

7) Provides information to teachers that can be used to help shape teaching.

The strategies below are examples of formative assessment, which Ms. Ellis presented in the FID Series seminar in January 2014.

Strategies for Formative AssessmentSusan Ellis, MA, EdS, and Kristi Grall, MD, MHPE, FACEP, co-presented on issues of formative assessment in classroom and clinical contexts. She

recommends the guide for assessment of student performance, Classroom Assessment Techniques,from which she drew the example strate-

gies here. Although the assessments were designed with classroom instruction in mind, faculty could adapt any of the assessments to a clinical

setting.

Ms. Ellis recommended three strategies, all of which she descried as learner-centered but directed or conducted by the instructor and context-

specific. The purpose is to offer the instructor as much information as possible to discern whether the learners are ready to wrestle with the

material to be presented or whether additional foundation ought to be laid, or to clarify misconceptions, and offer students opportunity to

engage in reflective thinking or to organize their thinking on a particular topic. These 3 strategies are: 1) Misconception/Preconception Check;

2) Categorizing Grid; and 3) Minute Paper.Strategy No. 1: Misconception/Preconception CheckTo monitor whether students are grasping the material as you present it or to check to see whether students

share similar and correct understanding of the basic material before moving on, faculty can perform the miscon-

ception/preconception check. Question types that can be used include: fact recall or attitude polls. Students

receive instant feedback on how they performed and the instructor has the opportunity to f ill in

the gaps in knowledge that became evident in the polling process.

You can do Misconception/Preconception Check the old-fashioned way by asking questions and calling for a vote by a show of

hands or display of cards with lettered responses. With the availability of free and easy-to-use audience response software,
http://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://fid.medicine.arizona.edu/fid-series/13-14http://fid.medicine.arizona.edu/fid-series/13-14http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=1555425003http://fid.medicine.arizona.edu/fid-series/13-14http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090


5/8

Ms. Ellis demonstrated how faculty can employ ARS like Poll Everywhereto perform this check [see box, page 6, for more information].

Poll Everywhere allows you to pose the question by embedding the poll into a slide in your presentation (Figure 1), and then gather and display

student responses in real time (Figure 2). The added advantage of using a polling software is that you may demonstrate change in perception,

attitude or factual understanding by giving the poll again after the learning experience and enabling the students to compare their preconcep-

tions to their post-learning understanding of the material (Figure 3).

Strategy No. 2: Categorizing GridThe categorizing grid is simple technique that instructors can perform at

the beginning rend of a session or experience to assess skill in analysis

and critical thinking. The instructor creates a simple grid and asks stu-

dents to identify medical conditions as belonging to one or another of

specified and distinguishable categories (Figure 4, below).

Such grids can be used to assess recall, however they can be used to

promote metacognitive engagement by asking students to generate a

taxonomy of related and differentiated concepts.

Strategy No. 3: Minute Paper The minute paper is just what it sounds like: a narra-

tive reflection on the learning experience in which

the student writes for about on minute. In keeping

with a before-during-after educational framework to

promote reflection before, in and on learning experi-

ences, the minute paper invites the student to re-flect on an experience to describe the: 1) most important thing they

learned that day; and 2) one thing they still do not understand well.

The minute paper allows the educator to gauge, then, whether the

student needs further clarification before moving on to the next topic.

In other words, this strategy enables educators to offer targeted feed-

back. This particular strategy can be also used in clinical settings by

asking students to write a reflective narrative at the end of each clerkship week, for example, to capture gaps in medical knowledge or skills. This

would afford clinical educators sufficient time to address the gaps in learning before the clerkship ends. Minute papers could be submitted via

email or using Poll Everywhere audience response software (see, box at page 6).


Figure 1

Figure 3

Figure 2

Figure 4

MedEd /eNews [5 ]
http://polleverywhere.com/http://polleverywhere.com/http://polleverywhere.com/


6/8

Developmental Assessment in Clinical EnvironmentsAssessment in clinical environment has similar uses and implications. It may be done to: 1) set stand-

ards for performance; 2) gather evidence of progress in physician, resident or medical student develop-

ment; 3) support promotion or advancement; and 4) establish a reliable way to comparatively rank

performance. A problem that may occur is that assessment may become or seem as though it is a pop-

ularity contest. Dr. Grall encourages clinical educators, then, to move away from global evaluations

and toward using assessments that offer contextualized, concrete feedback to the student or instruc-

tor.

In an AAMC study of 100 residency program directors using global assessment of medical resident per-

formance, they found only two core competence areas were meaningfully assessed (Silber, et al. 2004).

Dr. Grall recommends clinical educators use a developmental scale that assesses performance on spe-

cific tasks or with respect to particular expectations aligned with each of the six ACGME competence

areas. The aims is to help identify students or residents in danger of failing, who cannot perform a

physical or take patient history effectively, or demonstrate unprofessional behaviors. Dr. Grall argues

that a developmental scale is compatible with ACGMEs Next Accreditation System, based on mile-

stones, and consistent with Maslow stages of competence.

Dr. Grall also encourages clinical educators to assess learners in real time, closer to he event and at the

bedside, when possible, and to integrate technology in the assessment process. Technology can be

used to gather and preserve the data, and generate a tracking system of assessments.

Dr. Grall, with other physicians in the Department of Emergency Medicine, developed an app to pro-

mote and track assessment of medical residents in real time. Residents use their smart phones to open

the app and submit a request for an evaluation of their performance of a specific task and specify an

attending to do the assessment. The Reviewer receives an alert and opens the app to complete the

assessment indicating a rating, its affiliated milestone and allowing for additional comments.

This app is in beta testing now. So far the Emergency Medicine physicians and residents using this app

have found that it tends to stimulate discussion between the attending and resident, encourages be-

havior-specific assessment that offers more concrete, formative feedback and allows for differentiation

of expectations since performance is scaled from novice to expert. The app also tracks which clinical

experiences must be assessed, how many have been assessed to date, and which ones remain in need

of assessment. The app also allows for peer and self-assessment.

Next steps for enhancing this assessment app include conducting an inter-rater reliability study and

developing training tools for the appropriate use of the app in clinical circumstances. The audience had

a great deal of interest in the inter-rater reliability question and brainstormed a few ideas for moving

forward with such a study.

If you would like to learn more about incorporating assessment strategies in your teaching practice,

please contact Susan Ellis, MA, EdS.

If you have questions about the Emergency Department development assessment app, please contact

Kristi Grall, MD, MHEP, FACEP.ReferencesNicol DJ & D Macfarlane-Dick. Formative assessment and self-regulated learning: A model and seven

principles of good feedback practice. Studies in Higher Education, 31:2, 199-218; 2006.

Pintrich PR & A Zusho. Student motivation and self-regulated learning in the college classroom, in: J. C.

Smart & W.G. Tierney (Eds) Higher Education: handbook of theory and research17:2002,pp 55-128, NY: Agathon Press; 2002.

Silber CG, TJ Nasca, DL Paskin, GF Eiger, M Robeson & JJ Veloski. Do Global Rating Forms Enable Program Directors to Assess the ACBME Compe-

tencies? Academic Medicine, 79:6, June; 2004.


MedEd /eNews [6 ]

Poll Every-

whereIs an audience response

software that enables instructors to monitor student progress du

ing before, during or after a learning exp

ence. It can be used in lectures or clinica

situations. Find out more!

Poll Everywhere can be used on a M

or PC (non-Mac) computer.

Students may use cell phones, smar

phones, iPads or laptops to respond

A free account gives you access to

nearly all the polling features excep

Discourse Questions, and limits the

number of responses per poll to 40

Any instructor affiliated with the Ar

na Health Sciences Center colleges

may gain access to these premium

features by contacting Mike Griffith

MS, Associate Director, AHSC BioCo

munications.

Contact Karen Spear Ellinwoodif yo

would like to learn how to use Poll

Everywhere..
http://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://fid.medicine.arizona.edu/content/fid-team-news/ellishttp://fid.medicine.arizona.edu/content/fid-team-news/ellismailto:[email protected]?subject=Inquiry%20about%20assessment%20appmailto:[email protected]?subject=Inquiry%20about%20assessment%20apphttp://dx.doi.org/10.1080/03075070600572090http://dx.doi.org/10.1080/03075070600572090http://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/technology/audience-responsemailto:[email protected]?subject=Inquiry%20about%20Poll%20Everywhere%20accounthttp://fid.medicine.arizona.edu/content/fid-team-news/ksehttp://fid.medicine.arizona.edu/content/fid-team-news/ksehttp://fid.medicine.arizona.edu/technology/audience-responsehttp://fid.medicine.arizona.edu/content/fid-team-news/ksemailto:[email protected]?subject=Inquiry%20about%20Poll%20Everywhere%20accounthttp://fid.medicine.arizona.edu/technology/audience-responsehttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspxhttp://link.springer.com/content/pdf/10.1007%2F978-94-010-0245-5_2.pdfhttp://dx.doi.org/10.1080/03075070600572090mailto:[email protected]?subject=Inquiry%20about%20assessment%20apphttp://fid.medicine.arizona.edu/content/fid-team-news/ellishttp://journals.lww.com/academicmedicine/Abstract/2004/06000/Do_Global_Rating_Forms_Enable_Program_Directors_to.10.aspx


7/8

[Teaching with Technology|TWT]

MedEd /eNews [7 ]

Web-based tools for

teaching & learning

Please check out our website for faculty instruconal development! More resources; new look & feel! Click the image below

3D Brain Notability AnkiMobile Flashcards iAnnotate

Sound Builder ED Radiology 2.0

Technology TipsOMSE provides a variety of oppor-

tunies for faculty to enhance

teaching and assessment pracc-

es, including how to incorporate

technology into planning, teaching and formave

assessment. Our new FID website contains many

materials, strategies and ideas for podcasng, in-

quiry-based learning strategies.

The TWT Workshop Series is a program for advanc-

ing faculty knowledge and skills in how to integrate

technology into everyday teaching pracce. The SOS

Workshop Seriesoers indirect faculty support by

providing hands-on guidance to support stablock

and clerkship coordinators, for example, in learning

how to use oce soware more eciently and

eecvely.

The Teaching with Technology (TWT) Series oers six

2-hour workshops throughout the year and covers a

variety of apps for clinical and classroom teach-

ing. Below is the Series line-up:

1) Poll everywhere, audience response soware as

polling technology [9 October 2013]

2) Doceri as remote presentaon app [9 December

2013]

3)

Creang presentaons with your

iPad!

4) Flipping: Using Panopto to distribute your di-

dacc material ahead of class

5) Creang self-assessments using Apples iBook!

6) Building online learning: using the AHSL studio.

Some of these applicaons can be accessed by using

the icons above (upper right). The feature arcle of

the December issue of Med/Ed eNews summarized

the purpose and funconality of these apps in greater detail (see Vol.2, No. 5).

Mike Grith, MS, Associate Director of AHSC BioCommunicaons, is the primary facili-

tator for all TWT Workshops. Mr. Grith has a masters degree in educaon technology

and many years experience working with a wide variety of devices and applicaons in

the medical educaon context. Karen Spear Ellinwood, PhD, JD, OMSE Faculty instruc-

onal development, assists Mr. Grith during workshops and provides follow-up tech

support for parcipants learning or praccing with new technologies.

Would you like to get more techno?

If you would like to learn how to use a specic technology or

how to incorporate it into educaonal strategies for clinical

or classroom teaching,please join us for the TWT Series.

NEXT TWT Workshop! RSVP

Date: 20 February 2014Date: 20 February 2014Time: 9Time: 9--11 am11 amRoom:Room:
http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://fid.medicine.arizona.edu/content/rsvp-twt-serieshttp://fid.medicine.arizona.edu/content/rsvp-twt-serieshttps://itunes.apple.com/us/app/iannotate-pdf/id363998953?mt=8http://www.panopto.com/http://doceri.com/http://www.scribd.com/doc/193388642/UA-OMSE-Med-Ed-eNews-v2-n05-Dec-2013http://fid.medicine.arizona.edu/http://www.socrative.com/http://localhost/var/www/apps/conversion/tmp/scratch_7/polleverywhere.comhttps://itunes.apple.com/us/course/ipads-in-medical-education/id777821835?ls=1


8/8Offi f M di l S d Ed i 1501 N C b ll A T AZ 85724 520 626 1743 fid di i i d

ProfessionalDevelopment The AMES\OMSE FID Series presents a topicrelevant to teaching, assessment and/or medical

education research from August through May

each year. Please subscribe to our newsletter for

current information on topics, presenters, and

special events.

Save the date!

MedEd eNews Volume 02 Issue 07 February 2014

Director, Faculty Instruconal Development

Chris Cunni, MD

Oce of Medical Student Educaon (Comstock House)

Em. [email protected]

Ph. 520.626.5173

Instruconal Development for all teaching faculty

Karen Spear-Ellinwood, PhD, JD, EdS

Associate Specialist for Faculty Development

Oce of Medical Student Educaon (COM-3215)


Ph. 520.626.1743

Educaonal Support for Residents and Fellows

T. Gail Pritchard, Ph.D.

Interim Senior Learning Specialist


[email protected]

Ph. 520-626-2390

Assessment of Student Performance

Susan Ellis, EdS, MA

Program Manager for Assessment of Student Performance



Ph. 520.626-3654

COM accreditation self-study summary reportavailable

Accreditaon visit dates:

anuary 12-15, 2014

Meet the FID team!

Date/Time Presentaon Title Presenters

3 March 2014

10:00 11:30 am

[COM-3230]

FID Series Bedside Teach-

ing

Amy Waer, MD, and Pa

Gordon, MD

receptor

esources There are a variety of resources online for clini-

caland classroom educators,including links to

earning modules, a guide for engaging students

n inquiry learning, Microskills for teaching,and

encouraging students to examine for cognive

error.

The AMES\OMSE Faculty Instruconal Develop-

ment (FID) Series is video recorded, so you can

access recordings of seminars onlinesimply

Click&Go!

Find out more about team learning, CBIand

other instruconal methods and the recentlydeveloped etools,ThinkShare (formerly

GroupShare) and CBI ThinkShare (formerly,

ThinkSpace).

Check out our Faculty Instruconal Develop-

ment Calendar online!
mailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]:[email protected]:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Ahttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://omse.medicine.arizona.edu/cbiresourceshttp://omse.medicine.arizona.edu/cbiresourceshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/fid-event-calendar/monthhttp://fid.medicine.arizona.edu/preclinical-educators/cbi/etoolshttp://omse.medicine.arizona.edu/cbiresourceshttp://fid.medicine.arizona.edu/preclinical-educators/team-learninghttp://fid.medicine.arizona.edu/fid-series/homehttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/cognitive-errorhttp://fid.medicine.arizona.edu/clinical-educators/references/microskillshttp://fid.medicine.arizona.edu/preclinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://fid.medicine.arizona.edu/clinical-educators/homehttp://memo.ahsc.arizona.edu/files/670ec/19293/QBhgjGDp/institutionalselfstudyuniveristyofarizona.pdfmailto:[email protected]?subject=Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20Contacts%20for%20FID%0A%0Amailto:[email protected]:[email protected]?subject=Question%20or%20Request%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20FID%20Contacts%0A%0Amailto:[email protected]?subject=Request%2FQuestion%20about%20Faculty%20Instructional%20Development&body=Referred%20from%20OMSE%20website%20contacts%20for%20Faculty%20Instructional%20Development%0A%0A

UA OMSE Med/Ed eNews v2 No. 07 (Feb 2014)

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