Detailed Agenda
Please note that breaks will be included during the longer sessions, but do not appear on the agenda below
Sunday, July 16 Workshop: Enhancing Clinical Teaching: Focus on Wellness, Active Learning, and Feedback
Goal: To refine educators’ clinical teaching practices through understanding the importance of personal and professional well-being, implementing effective active learning strategies, and providing constructive feedback.
Welcome, overview of the agenda, personal introductions, and expectations.
Session 1: Personal and Professional Well-beings
Learning Outcomes
- Recall and understand the importance of personal and professional well-being (Remembering, Understanding).
- Identify and list resources to enhance personal and professional well-being (Remembering, Understanding).
- Analyze the effect of personal and professional well-being on one’s own clinical practice and teaching (Analyzing).
- Formulate strategies to mitigate the effects of bias on effective education and patient care (Creating).
Learning Objectives
- Define personal and professional well-being within the context of clinical education by the end of the session.
- List at least three resources to support personal and professional well-being by the end of the session.
- Discuss one instance of how personal and professional well-being impacts one’s teaching during group discussions.
- Formulate at least one strategy to lessen the effects of bias on education and patient care by the end of the session.
- Reflect on how personal and professional well-being influences their own clinical teaching practice by the end of the session.
Discuss key points, answer questions, and share personal experiences related to well-being and bias mitigation.
Session 2: Fostering an Effective Learning Environment and Active Learning Strategies
Learning Outcomes:
- Apply best practices in fostering an effective learning environment (Applying).
- Participate and engage effectively in interprofessional learning environments (Applying).
- Create and implement active learning strategies such as the “One Minute Preceptor” model (Creating, Applying).
Learning Objectives:
- Implement best practices in creating a supportive learning environment by the end of the session.
- Participate in a simulated interprofessional learning environment during the session.
- Utilize the “One Minute Preceptor” model as an active learning strategy in a role-play exercise.
- Discuss the benefits and challenges of active learning strategies like the “One Minute Preceptor” model by the end of the session.
- Reflect on how to adapt these active learning strategies to their own teaching context by the end of the session.
Session #2 Debriefing
Review and reflect on practices to create effective learning environments and application of active learning strategies.
Lunch
Session 3: Formative Feedback and Professional Development of Learners
Learning Outcomes:
- Illustrate timing, content, and methods for effective feedback conversations (Applying).
- Evaluate the role of feedback in developing a growth mindset (Evaluating).
- Create a learning environment that values feedback (Creating).
- Identify a learner in need of improvement (Analyzing).
- Compare and contrast coaching, sponsoring, advising, and/or mentoring in relation to the continuous professional development of learners (Analyzing).
Learning Objectives:
- Illustrate the process of conducting effective feedback conversations in a role-play exercise during the session.
- Identify the role of feedback in nurturing a growth mindset by the end of the session.
- Establish a feedback-friendly learning environment in a simulated scenario during the session.
- Recognize a learner in need of improvement through case-study analysis during the session.
- Differentiate between coaching, sponsoring, advising, and mentoring roles in learner development by the end of the session.
Group reflection on feedback exercises, discussing questions, and sharing experiences.
Reflection, SMART Goals Setting, and Whole Day Debrief
Reflect on the day’s activities, set individual SMART goals for personal improvement in clinical teaching, and debrief the entire workshop.
Social Event
Monday, July 17 Workshop: How to get Started with Team-Based Learning (TBL):
A Fun, Supportive, Hands-on, and Interactive Boot Camp
Led by the University of Arizona CVM’s:
Holly Bender, DVM, PhD, DACVP, Director of the Office of Educational Research and Development, and Jonathan Cox, PhD, Director of Faculty Development in Pedagogy, With a team of UA CVM faculty and instructional designers experienced in TBL including:
- Zach Boeder, M.Ed. Instructional Designer
- Sharon Dial, DVM, PhD, DACVP, Research Scientist
- Nellie Goetz, DVM, MPH, Associate Professor of Practice
- Christopher Hauser, M.Ed. Assistant Director, Instructional Design
- Brisa Hsieh, DVM, DACVIM Assistant Professor of Practice
- Daniel Johnson, M.A. Instructional Designer
- Victoria Olsen-Mikitowicz, DVM, Assistant Professor of Practice
- Sallianne Schlacks, DVM, DACVIM Assistant Professor of Practice
- Lisa Viesselmann, DVM, MS, DACVP Assistant Professor of Practice
Break
Starting with the End in Mind: Designing your application exercises using the process of Backward Design – Find your “do’s”
The 4S’s of TBL
- Dissecting the Chili Pepper Application Exercise
- Application Exercises from the Voices of Experience
Turning your “do’s” into an Application Exercises
- Scaffolding your Application Exercises
Application Exercise First Aid
- Optimize your TBL Application Exercises in Teams with the help of experts.