Teaching, Learning and Scholarship Faculty Development

Active Learning with TopHat

April 29, 2021

Presenter: Dr. Amanda Haage

Dr. Amanda Haage from biomedical sciences demonstrates the use of TopHat as a technology for the classroom. TopHat is an all-in-one active learning platform for organizing courses both in-person and online for active learning. It is currently being used by several biomedical sciences colleagues in undergraduate classes and in collaboration with clinicians for integrating basic science in the clinical years for our medical students. This workshop focuses on the range of possibilities with Tophat, from the simplicity of adding live class polling and questioning into lectures, up to fully flipped classroom experiences.

Increase Engagement and Student Learning by Activating Your Lectures

April 22, 2021

Presenter: Dr. Adrienne Salentiny

Evidence for the benefits of AL continues to grow and it has become clear that any amount of AL can produce measurable positive results in learner success! Our past and recent workshops have discussed the research and explored the many active learning strategies and how many SMHS faculty have made positive changes to their curricula. At this session, join Dr. Adrienne Salentiny to learn how you too can add active learning to your lectures using low- and no-tech strategies and tools to deliver on AL’s promise within the setting of lecture-based courses.

Presentation slides

Active Lectures for Online Teaching (Evidence-Based Teaching)

September 17, 2020

Presenter: Dr. Van Eck

Learn how the five levels of AL, from simple to complex, can be effectively implemented in lecture classes. Explore how these strategies translate to online classes on Zoom through the use of polling, participant icons, breakout rooms, and chat features. Consider how to approach other types of instruction, such as precepting and discussions, in an online environment.

From Lecture to Learning: Personal Experience in Transforming an Online Graduate-Level Pharmacology Course to Active, Cased-Based Learning (Evidence-Based Teaching)

May 7, 2019

Presenter: D. Sieg (PA Studies)

Experience with transforming an online graduate-level basic sciences pharmacology course from a traditional format to a primarily active learning format. The process of developing, implementing, and managing small group activities and case-based learning strategies will be discussed.

Active Learning Applied: Simple Strategies for Complex Content (Evidence-Based Teaching)

Feb. 6, 2018 

Presenters: Dr. Van Eck; Dr. Salentiny; D. Olson (Library Resources)

For many, AL is synonymous with flipping the classroom. While a flipped classroom can be effective, there are dozens of much simpler AL strategies for solving individual teaching problems. In this interactive session we’ll show you techniques that anyone can use without overhauling the entire course. Handout: Active Learning Strategies

Active Learning for Lectures: Choosing the Right Level (Advancing Educational Innovation and Scholarship)

Nov. 2, 2016

Presenter: Dr. Van Eck 

Lectures can not only survive, but thrive, with the addition of Active Learning (AL). Select different AL strategies for different outcomes and learn how the five levels of AL, from simple to complex, can be effectively implemented in lecture classes. Related: ER Corner: What is Active Lecturing?

Building Online Interactive Simulations and Tutorials with SimTutor 

February 11, 2021: Part 1 Recording

March 11, 2021: Part 2 Recording

Presenters: Dr. Richard Van Eck, A. Lundstrom, Courtney Maguire; Ryan Knapp & Benny Jekel (SimTutor)

The SMHS has purchased a limited number of licenses for SimTutor, a tool for quickly building online tutorials and simulations. With SimTutor, you can easily take images, video, and audio and integrate them with text, questions, and interactive objects (buttons, menus, questions) and share them with your learners online.

The first workshop discusses and demonstrates the different kinds of learning modules you can build with SimTutor, including:

• Interactive simulations (e.g., team-based interprofessional simulations in clinical settings).
• “Choose Your Own Adventure” (e.g., turn-based interactions where you ask a patient questions and get responses, or take actions and see the results).
• Tutorials (e.g., setting up a lab bench for research, orientation to a new environment).

The second workshop showcases how to use SimTutor Author to begin building your first learning module. 

Teaching Well in the Time of COVID

November 19, 2020

Presenters: Dr. Van Eck and Dr. Salentiny

 

Join Dr. Richard Van Eck and Dr. Adrienne Salentiny as they share the lessons learned from their 20+ combined years of online teaching experience: 

• When should you meet with your students in real time?
• How can you make online learning more engaging?
• How do you overcome technology barriers and take advantage of its strengths?

Note: the session went over time and as a result, the recording stops prior to the end of the session. Complete presentation slides.

Put Some Vroom in Your Zoom

April 7, 2020

Presenters: Dr. Van Eck & Dr. Salentiny

This session focuses on the functionality, features, and challenges of using Zoom to effectively teach and meet. Audience Q&A will be prioritized.  

Asynchronous Instructional Methods: When, How, and Why to Use Them (Evidence-Based Teaching)

Nov. 26, 2019

Presenter: Dr. Salentiny

Explore the benefits and challenges to adding asynchronous strategies to your teaching and learning toolkit. Asynchronous methods are not only for online classes: they include all directed learning activities that take place outside of class. Please watch this 5-minute video before the event.

A Threaded Discussion Strategy to Build Student Expertise (Evidence-Based Teaching) 

Aug. 28, 2017 

Presenter: Dr. Van Eck

This session describes an effective threaded discussion strategy appropriate for online or face-to-face courses. This strategy was validated through a discourse analysis of student contributions over a 5-week graduate course. It was found to lead to content and group leadership expertise for all students and illustrates how community is actually a necessary prerequisite for expertise.

Book studies are ongoing throughout the year with a rotating list of titles to help drive effective teaching and innovation in health care education. Studies are led by Dr. Adrienne Salentiny and Dr. Richard Van Eck. Drawing from their combined 40 years’ experience in instructional design, faculty development, teaching, and training, they guide discussions to help translate the book’s insights to practical applications in medical and health care education.

FREE books are available for some studies, but supply is limited. We ask that recipients of the books commit to attending all three meeting times; everyone’s contributions will be valuable to the discussion! If you already own a personal copy of the book and would like to join our discussions, please do! 

Anyone who has read or is reading the current book is welcome to join us. Reach out for meeting times. 

• What the Best College Teachers Do (Bain) - Spring 2021
  Leader: Dr. Van Eck
  
  
• The Productive Online and Offline Professor (Stachowiak) - Fall 2020 
  Leader: Dr. Salentiny
  
  
• Telling Ain't Training (Stolovitch and Keeps) - Spring 2020
  Leader: Dr. Van Eck; Reading Guide
  
  
• Make It Stick: The Science of Successful Learning (Brown, Roediger, & McDaniel) - Fall 2019
  Leader: Dr. Salentiny; Reading Guide

Competency in Context: Building Confidence, Resilience, and Satisfaction (Evidence-Based Teaching Session)

Jan. 21, 2021

Presenters: Dr. Dave Schmitz and Michelle Montgomery 

A review the literature and best practices related to development of competence for practice and discussion of how this is related to provider satisfaction and well-being.

Promoting Competencies in Health Care Education (Evidence-Based Teaching - 2 Sessions) 

Jan. 28, 2020:  Part 1 Recording

Feb. 25, 2020: Part 2 Recording

Presenters: Dr. Van Eck & Dr. Salentiny

How do we go about teaching and promoting “essential” cognitive, emotional, and attitudinal dispositions like professionalism, professional identity, empathy, and resilience? Can we really know whether a student is “professional” based on what she says and does in class? How do new teaching and assessment strategies like gamification and badging relate to these new kinds of learning outcomes?

Worksheet: Build-A-Badge

Diagnose the Diagnosis: Automating the Assessment of Student Diagnostic Reasoning (Guest Speaker)

February 4, 2020

Presenter: Dr. Waechter (Calgary, AB; Teaching Medicine)

First, see Teaching Medicine from the student perspective. Then, using the Teaching Medicine interface, learn how to input your own (or a sample) diagnostic reasoning case for your own curriculum and to collect and analyze the “big data” that results for the use of this tool to assess individual student diagnostic reasoning.

What Can Game-Based Learning Teach Us About Medical Education? (Evidence-Based Teaching) 

Dec. 8, 2018

Presenter: Dr. Van Eck 

We must teach our future physicians to be able to solve a wide range of problems; to see failure as an opportunity and, as a result, become resilient “gritty” practitioners. This talk will argue that videogames and the principles they employ will help us meet these challenges.  

Diagnose the Diagnosis (Guest Speaker)

Nov. 18, 2018

Presenter: Dr. Waechter (Calgary, AB; Teaching Medicine)

Learn about Teaching Medicine, a robust online case-based learning tool that allows us to to analyze the diagnostic decisions made by medical students as they work through a case. 

Competency-Based Assessment: Using Behavioral Observation Forms to Measure the Development of Study Competency Over Time (Evidence-Based Teaching) 

Oct. 2, 2018

Presenter: Dr. Van Eck

This session will provide an overview of the development, piloting, and results of an observational form created for use during the medical curriculum's Patient-Centered Learning (PCL) events to measure the competency-based program goals, including some focused on lifelong self-directed learning skills, professionalism, and personal and professional development. 

Foundational Curriculum Concepts (Evidence-Based Teaching - 2 Sessions)

Choosing the Right Learning Outcomes (Sept. 24, 2019)

Generating Measurable Performance Objectives (Oct. 25, 2019)

Presenter: Dr. Van Eck & Dr. Salentiny

In the first session, you will learn how (and why!) to classify learning outcomes as intellectual skills, cognitive strategies, attitudes, verbal information, and motor skills and how doing so ensures effective learning for your students before you even begin thinking about textbooks or active learning! In the second session, you’ll learn how to avoid the most common and critical errors in curriculum, including double-barreling, hidden objectives, vague objectives that can be interpreted differently, and objectives that can’t be reliably measured. 

Handouts: Gagne Cheat Sheet; Varieties of Learning Table; Build-a-Performance-Objective

Health Care Education's Triple Aim: Outcomes, Objectives, and Assessments (Advancing Educational Innovations & Research: Three Sessions)

First Aim: Outcomes (Dec. 14, 2016)

Second Aim: Generating Objectives (Jan 18, 2016)

Third Aim: Assessment (Feb. 15, 2017) 

Presenter: Dr. Van Eck

In the first session, learn how and why to classify learning outcomes. In the second session, learn how to align those outcomes with measurable objectives. In the third session, tie it all together by learning when and how to use different types of assessments to measure the outcomes specified by your objectives. 

Handouts: Varieties of Learning & Verb Table

Related reading:

• ER Corner: Health Care Education's First Aim
• ER Corner: Health Care Education's Second Aim
• ER Corner: Health Care Education's Third Aim

A Primer on Mentorship and Coaching

April 8, 2021

Presenter: Dr. Sabha Ganai

This session focused on mentorship, sponsorship, and coaching, and how we as educators can help guide and motivate our trainees to achieve their goals. Join Dr. Sabha Ganai, Associate Professor of Surgery to reflect on the adult learner, positive psychology, and how to help inspire learners to direct themselves from an idea to action.

Presentation Slides 

The 1-Minute Preceptor and Other Strategies for Busy Clinical Educators (Evidence-Based Teaching)

Dec. 17, 2020

Presenters: Dr. Van Eck and Dr. Basson

Time has always been one of the major challenges for those who provide clinical education while simultaneously doing their own clinical work. COVID has exacerbated those challenges because of increased patient loads and the added burden of telehealth. In the first half of this session, Dr. Richard Van Eck, Associate Dean for Teaching and Learning, will provide an overview of the 1-minute preceptor model, and Dr. Marc Basson, Senior Associate Dean for Medicine and Research, will share some practical tips he has used in his own teaching and practice. 

How Do Different Health Profession Students View Effective Clinical Preceptors? (Educator-Scholar) 

March 4, 2020

Presenter: Dr. Westereng (Sports Medicine) 

In 2019, Dr. Steve Westereng sought to explore these differences as well as to examine commonalities across professions by studying preceptor effectiveness in 6 different professions. Join us as he shares the findings of the commonalities and differences in preceptor effectiveness. His research can assist educational programs utilizing interprofessional education to better understand their students’ perspective of past preceptors and their ideal preceptors.

Evidence-Based Teaching for Good Precepting (Evidence-Based Teaching)

March 6, 2018

Presenter: M. Tsuchiya (Sports Medicine) 

Good precepting is a critical asset to health care education. In many cases, preceptors lack the tools to teach effectively in the clinic or office and may not always recognize the opportunities to apply effective teaching methods “just-in-time.” This session will help preceptors apply evidence-based teaching strategies within the constraints of time and space in clinical settings.

Using Social Media to Support Medical and Health Care Education

Thursday, Feb. 18, 2021

Presenters: Dr. Gunjan Manocha and Dr. Adrienne Salentiny

Social media is being used as an educational tool for expanding learning in the medical field. Social media platforms can be utilized for peer-to-peer engagement, active learning, interprofessional training and engagement of students and professionals to disseminate health care best practices. It is important to note that not all platforms are equally effective and further project-based evaluation is always needed to ascertain retention of medical knowledge through social media platforms.  Join Dr. Gunjan Manocha, Director of Geriatric Education and Dr. Adrienne Salentiny, Instructional Design & Faculty Development, as they discuss the research around academic social media and their own experiences with Twitter for collaboration, networking, scholarship, and dissemination of knowledge. Applications, tips, and challenges will be shared.

Presentation Slides

Building the Perfect Poster (Professional Development Resources: 3 Sessions)

References, Graphics, and Copyright for Research Posters (Feb. 19, 2019)

Design Strategies for Effective Research Posters (March 5, 2019)

Production Strategies for Research Posters (April 2, 2019)

Presenters: A. Nickum and D. Olson (Library Resources); Dr. Salentiny and Dr. Van Eck (Education Resources); J. Lee (Information Resources)

This three-part professional development series is designed to cover the process of effective poster development from start to finish. Part 1 covers effective literature review strategies and fair use of images. Part 2 discusses strategies for condensing your research into a concise, powerful, and effective poster. Part 3 explores how to make your poster visually pleasing AND how to avoid technical snafus during layout and printing. 

Handouts: Session 1 - Image Reuse; Session 2 - Poster Grading

Note: Session 2 had technical issues within the first 5 minutes. The slides for Session 2 are provided as a reference.

Educational Scholarship: Interdisciplinary Scholarly Research Options and Methods (Evidence-Based Teaching)

April 3, 2018

Presenters: D. Olson, A. Nickum (Library Resources); Dr. Van Eck

Conducting research with professionals from across multiple disciplines can be as difficult as it is rewarding, especially if a breakdown in communication or technology occurs. This session will present solutions to some of the more frustrating aspects of interdisciplinary research, focusing on methods, tools, workflows, and conceptual frameworks.

Handout: Bibliography

Using OneNote to Get Organized: Faculty Experience

March 25, 2020

Presenter: Dr. Nadeau 

From research to teaching, from service to departmental responsibilities, we have a lot on our plates. Some faculty and staff are also seeking higher education degrees or certifications, are active in professional organization activities, and have varied and unique day-to-day responsibilities. It becomes necessary to have a central location for materials and notes. Microsoft OneNote is a versatile online organization system allowing users to seamlessly manage workflow and resources across devices. Join Dr. Melanie Nadeau, Assistant Director and Assistant Professor in Public Health, to explore how she uses OneNote for keeping track of her many priorities. She shares her experience, challenges, tips, and tricks. 

Controlling the Chaos in COVID and Beyond

October 15, 2020

Presenter: Dr. Salentiny

The recent TLAS faculty development needs assessment survey revealed productivity and organization as universal challenges, and it is easy to see why. Increased demands placed on us by remote access, technology, and demands outside of work such as home schooling and family care have all made it hard to meet our professional responsibilities as educators without sacrificing quality of learning. Remote teaching takes extra time, and hybrid or HyFlex teaching can feel like twice the effort for half the result, but it doesn’t have to be that way. Join Dr. Adrienne Salentiny to learn practical, applied techniques for managing the chaos without sacrificing quality.

Productivity during the pandemic: Strategies for balancing work, teaching, and parenting in the COVID era

May 6, 2020

Presenter: Dr. Salentiny

Through remote work and other restrictions due to COVID-19, our daily lives have completely changed. Teachers have had to quickly re-think their classes. Researchers have had to figure if and how their research projects could continue. Staff have had to completely change their workflows and adapt to the new workflows of their supervisors. As a result, we have LESS of everything (time, resources, access to colleagues and students, mental bandwidth, patience when things don’t work as expected) at the very time that our new normal requires we do MORE to be present and engaged. How are we to find the motivation, time, and efficiencies to help us forge onward without losing our minds in the process?

Presentation Slides

Applying Type-A Tendencies to Teaching: Tips to Coordinate the Chaos and Support Student Success (Evidence-Based Teaching)

Sept. 4, 2018

Presenter: Dr. Salentiny

Where can faculty find the time to deliver rich content, interact, provide feedback, evaluate, and develop meaningful relationships with students? Day-to-day scheduling constraints and responsibilities related to and beyond teaching make it difficult to find dedicated time to engage. Plus, time zones and technology present as additional obstacles to effective and efficient online instruction. Strategies and tools designed to help faculty efficiently manage the evaluation of authentic learning activities, close the feedback loop, and cultivate rewarding instructor-student relationships will be explored in this session.

Due to technical problems, this session was not recorded.

Presentation Slides

Build-a-Rubric Hands-On Workshop: Learn How to Increase Student Performance, Grading Consistency, and Feedback Efficiency (TLAS Tech)

January 27, 2021

Presenter: Dr. Adrienne Salentiny

When you create complex assignments and projects, it can be challenging and time-consuming for you to grade them and to do so consistently. Students also struggle to understand exactly what you are expecting from such projects since many students are accustomed to traditional assessments such as straightforward exams. Rubrics provide a single, powerful assessment tool that helps communicate assignment expectations (and reduce student questions), streamline the feedback process, improves consistency of grading, and increases the quality of student work. Dr. Salentiny will walk you through how to build your own rubric.

Being a Good Teacher: It's Not as Difficult as We Make It (Educator-Scholar) 

Nov. 5, 2019

Presenter: Dr. Kemp (Pathology) 

Drawing from the books: Make It Stick: The Science of Successful Learning (2014, Brown & McDaniel) and Remediation of the Struggling Medical Learner (2017, Guerrasio), Dr. Kemp will share research-based learning strategies and explain how and why many popular techniques fall short. Using his own experiences as an educator, Dr. Kemp will connect these key ideas to practical techniques that educators can use to facilitate better retention of material by students.

Synthesizing Knowledge Using Concept Maps (Evidence-Based Teaching)

Nov. 6, 2018

Presenter: Dr. Shabb (Biomedical Sciences) 

Concept maps are an effective, visual way of integrating knowledge. We will briefly touch on their theoretical framework and see how they are being used in undergraduate biochemistry instruction at UND. Cmap software will be used.

Handout: Concept Map Grading Rubric

What Does Assessment Look Like in Evidence-Based Teaching? (Evidence-Based Teaching) 

May 1, 2018

Presenters: Dr. Salentiny and Dr. Van Eck 

Learn what the evidence says about selecting the right assessment strategies for your outcomes. From rubrics, to behavioral checklists, to traditional test questions, we'll help you connect your assessment approach to your course objectives and teaching strategies. Handout: Rubric Examples

There were technical difficulties for the first few minutes of this recording. Pair with the slides

Lightning Rounds: Issues Faced in Teaching Practice (Evidence-Based Teaching) 

June 26, 2017 

Presenters: Various 

This meeting has two goals. To 1) share issues and get immediate feedback for solutions/resources from other instructors and 2) generate common ground for future meetings of the group. Individuals will share an issue they struggle with in their teaching practice (no preparation is required to present these issues - simply oral discussion). Others are invited to respond if they also face this issue or share a potential solution or resources for resolution.

TopHat

April 29, 2021

Presenter: Dr. Amanda Haage 

**See the "Active Learning" section above for details and recording.

10 Things You Didn’t Know About Microsoft Word That Will Change Your Life and Impress Your Friends!*

*OK, we covered more than 10 things and they may not be entirely impressive, but this workshop WILL make you way more productive!

March 4, 2021

Presenter: Dr. Richard Van Eck

Usually the Teaching, Learning, and Scholarship (TLAS) unit in Education Resources helps you learn how to design curriculum, deliver active learning, and conduct education scholarship. But sometimes, you just need to get things done.

This workshop will help you with the latter. Of all the lectures and demonstrations Dr. Richard Van Eck, Associate Dean for Teaching and Learning, has given, one of the most consistently popular has been on the tips and tricks he’s learned about Microsoft Word. This session covers how to...

• Build an automatic table of contents.
• Insert page numbering that changes format from one page to the next (e.g., no page numbering on the first page; lowercase Roman numerals for prefatory material; Arabic numerals for the main body).
• Change from landscape (wide) to portrait (tall) page formats and back again in the same document.
• Prevent tables from splitting rows across pages.
• Make table column headings show up on each new page .
• Get images and text to line up the way you want using tables and text wrapping.
• Use advanced find and replace to replace font types, italics, bold, paragraph returns, and other “invisible” text characteristics.
• Insert copied text so it matches the current font settings in your document (no reformatting stuff you copy from the Web).
• Fix errors in copied text (e.g., from a PDF) like double spaces, font changes, page breaks, multiple blank lines.
• Sort text alphabetically.
• Convert text to tables and vice-versa.
• Make forms with checkboxes in Word.

Understanding Rural Communities: What Makes them Unique and Why it Matters in Medical and Health Sciences Education 

April 15, 2021

Presenter: Mr. Brad Gibbens

As a School of Medicine in a rural state, we actively recruit students who come from rural areas. Brad Gibbens, Acting Director of the Center for Rural Health and assistant professor, tells us more about the culture they come from, which is both a culture we want to send them back to and a culture that we interact within trying to identify training sites. Rural communities are complex systems. Much more so than many may think. They are not simply smaller, remote versions of urban settings. The session discusses rural contextual facets related to demographics, economics, and culture. This is an overview of rural culture with an emphasis on rural North Dakota as it applies to our students, our teaching and guidance, and the success of our programs.

Presentation Slides 

Interprofessional Education at SMHS (Guest Speaker)

Feb. 22, 2019

Presenters: Dr. E. Johnson (SMHS); Dr. Hafferty (Mayo Clinic) 

A two-part discussion including a primer provided by Dr. Eric Johnson (UND, Altru Health System) and a seminar by guest speaker Dr. Frederic Hafferty (Mayo Clinic).

Panel Discussion of the ADA and Accommodation in Healthcare Education (Evidence-Based Teaching)

Oct. 9, 2017 

Presenters: Dr. Jedlicka, Dr. Fox, C. Graves (Occupational Therapy);  D. Glennon (Disability Services for Students)

A panel of faculty and student affairs and disability services experts will lead a discussion about the Americans with Disability Act and implications, problems, and solutions to issues that arise in healthcare education, including what is possible and reasonable, who pays, and how to navigate this complex and important necessity in support of learning for all.

Handouts: ADA and Reasonable Accommodations; ADA and Universal Design in Medical Field Teaching and Clinicals;

Worksheet: Reasonable Accommodation Interactive Process