Dr. Marcel D’Eon, the director of Educational Support and Development won a Teaching Excellence Award for 2008. Dr. D’Eon recieved the award because of
Use of structured controversy in CH&E/PT course and in Prof Issues course and co-authored two articles on SC including an RCT comparing with an open discussion format
Consultations and support for new and experienced teachers
Created an essay fair for term papers: in small groups students read and discuss other related papers (opportunity for self-directed learning and peer review)
Uses buzz groups, 2-minute papers, pre-reading with discussion questions, small group discussions, and “clickers” in Prof Issues course
Led the Multi-PBL team for two years and brought medical students into the IP PBL process in 2002 (Aboriginal Health), in 2004 (HIV/AIDS) and in 2007 (Palliative Care).
TIPS course administration, acceptance into residency training and for all new faculty
Redesigned TIPS with more active learning and pre-reading
Very well regarded locally and nationally as a workshop facilitator
Created and enhanced many of the ES&D workshops
Published an evaluation of the TIPS course and a theoretical article on faculty development
Created the “Facilitated Poster Sessions” at the Canadian Conference on Medical Education, now an established and regular feature
Created, in cooperation with Dep’t of Ed Admin, the Master’s program for faculty (two are graduating this spring)
Created the very successful SDCL module of Professional Skills and was the module coordinator for 4 years
Established a modest mentorship program for Med I’s
Co-creator of the integrated cases program for Phase A (now moving into Phase B, C, and D) and administrator for two years
Created the Professional Issues course in Phase A from the History of Medicine course and has been instructing for 5 years.
Wrote the CASE Curriculum delivery framework for UGME
Provided crucial support in writing the initial draft of the objectives of the UGME program
Actively involved in the Curriculum Committee and sub-committees for the UGME program including Chair of the Student Competencies and Assessment Committee.
Teaching Excellence Award
Criteria: Excellence in teaching should not be defined narrowly. However, nominees ordinarily will be acknowledged by their peers and students as being exceptional in practicing their art and craft and have significantly contributed to the teaching mission of the College of Medicine. This would include areas of advancement of learning of medicine and/or physical therapy in such areas as instructional content and methods, evaluation techniques, and/or administration. Eligibility: Any faculty member, in any department, who has taught medical or physical therapy students for at least three years and who, during that time, has been recognized as a superior teacher is eligible. The recipient does not need to teach only students in the College of Medicine, but must teach in some part of the medical or physical therapy curriculum, i.e. undergraduate through continuing professional learning.
Dr. Frank Papa recently presented a new approach to thinking about how we teach medical students called Application Oriented Curriculum.
Readers of my Blog know that I have made previous posts on The Difference Between Novices and Experts and Medical Problem Solving. Dr. Papa proposes an approach to medical school curriculum that addresses some of the concerns I raised in those posts.
Application Oriented Curriculum
The goal of this model is to help students construct problem specific knowledge bases that address DDX, EXPLanation, and TX capabilities.
To achieve this goal, students participate in the following five steps:
1. Self directed information acquisition through reading based on the course objectives
2. Faculty modeled clinical reasoning using cases
3. Group case based exercises in the classroom
4. Individual, interactive, online cases
5. Integration of cases in a hierarchy of complexity
To help facilitate this process, Dr. Papas has created a website http://acdet.com/demo
What do you think?