This course provides those involved in educating members of the health professions an asynchronous, interdisciplinary, and interactive way to obtain, expand, and improve their teaching skills. These skills can then be applied within their own professional context, with a variety of learners, extending across many stages.
After completing this course, learners will:
1. Understand educational theory as it relates to health professions education
2. Match instructional methods with desired educational outcomes
3. Learn a variety of applied teaching techniques
4. Share successful teaching strategies
Suggested resources will include educational videos, individual readings, recommended
reference books, and crowd-sourced recommendations. All students should have
dependable access to the internet with video streaming capabilities. Some students
may want the ability to utilize on-line video conferencing as well.
Unit 1 In this unit you will learn about adult learning theory, including learning styles and motivation, metacognition, social learning theory, and professional identity formation.
Unit 2 In this unit you will learn about formulating Intended Learning Outcomes, including Bloom's Taxonomy, Miller's pyramid and clinical competence, and Dryfus' model of skill acquisition.
Unit 3 In this unit you will learn about instructional design and individual assessment, including multiple-choice question writing, skill assessment, oral presentation, and rubrics and standardization.
Unit 4 In this unit you will learn about knowledge transfer, including active learning in large lecture formats, supportive questioning, and "Big Ticket" technique.
Unit 5 In this unit you will learn about skill development, including simulation, teaching with data, and clinical reasoning.
Unit 6 In this unit you will learn about attitudes in instructional techniques, including reflection, feedback, and incorporating art, music, and theatre.
Unit 7 In this unit you will learn about teaching with technology, including large lecture format, synchronous versus asynchronous formats, and high fidelity clinical simulations.
MOOCs stand for Massive Open Online Courses. These arefree online courses from universities around the world (eg. StanfordHarvardMIT) offered to anyone with an internet connection.
How do I register?
To register for a course, click on "Go to Class" button on the course page. This will take you to the providers website where you can register for the course.
How do these MOOCs or free online courses work?
MOOCs are designed for an online audience, teaching primarily through short (5-20 min.) pre recorded video lectures, that you watch on weekly schedule when convenient for you. They also have student discussion forums, homework/assignments, and online quizzes or exams.
Lindsey Jamescompleted this course, spending 4 hours a week on it and found the course difficulty to be easy.
This class is a *mainly* theory class although they do talk about particular instructional skills in some of the lectures. The lectures cover adult learning theory, intended learning outcomes, instructional design and assessment, teaching technology, and the techniques of knowledge transfer, skill development and atti
This class is a *mainly* theory class although they do talk about particular instructional skills in some of the lectures. The lectures cover adult learning theory, intended learning outcomes, instructional design and assessment, teaching technology, and the techniques of knowledge transfer, skill development and attitude development. There is no required reading and the references for each lecture 'unit' are pure gold for further/advanced information. The assessments are quizzes and peer reviews. For the most part, the class was well-paced although toward the end, the lectures felt rushed since there was a LOT of information presented in them. Sometimes it felt like a laundry list rather than pulling out general rules/universal themes which are then augmented with examples.
The units are released weekly, so you can't do this course in a matter of days unless it's at the end of the course. My only gripe about the weekly release is that by the end of the eight weeks, I had forgotten some of the material in the first few units and needed to review them. My recommendation (if the course instructors are reading this) is to include review questions at the beginning of each new unit so the material is consolidated and stays fresh.
The heart of this class is participation in the discussion forums and self/peer assessments, so Do Them. You'll get about 25% out of the class otherwise. It was joy to connect with other students from around the world and see their point of view, and I learned a lot of things from them. There are quizzes and I found them mainly as a review for the material rather than a true test of concepts.
This class is geared toward a teaching health professional particularly those teaching US medical students and residents, but the lectures were universal enough that they will apply to most locations and health professions (and do judging from the discussion forums). I have zero educational background and I was able to follow the lectures without issue. The approach to the topics seems in-depth enough that an intermediate teacher might gain something as well, but I don't know about the advanced teacher.
It was very complimentary with the other UMich course, Clincal Teaching and Assessment, which I took concurrently.