Date
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Suggested Reading
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| Oct 2015 |
Haramati, Aviad. Educating the Educators: A Key to Curricular Integration. Academic Medicine, 2015; 90:133-135.
Best Evidence Medical and Health Professional Education available at http://bemecollaboration.org.
Irby DM, Cooke M, Lowenstein D, Richards B. The Academy Movement: A Structural Approach to Reinvigorating the Educational Mission. Academic Medicine 2004; 79:729-736.
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| May 2015 |
Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes, Institute of Medicine. The National Academies Press: 2015. Available from http://www.nap.edu/catalog/21726/measuring-the-impact-of-interprofessional-education-on-collaborative-practice-and-patient-outcomes
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Nov 2014
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Apr 2014
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Ambrose, SA; Bridges, MW; DiPietro, M.; Lovett, MC; and Norman, MK (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass.
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| May 2013 |
Helping medical learners recognize and manage unconscious bias toward certain patient groups - A developmental model to illustrate how individuals might move from absolute denial of unconscious bias to the integration of strategies to mitigate its influence on their interactions.
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January 2013
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Jazz and the 'Art' of Medicine: Improvisation in the Medical Encounter - This essay uses jazz to illustrate principles of improvisation that relation to an individual communication act, a physician's communicative style and the communicative process of the medical encounter. |
| February 2012 |
Learner-centered teaching isn't always wildly popular with students. Richard Felder, at North Carolina State University, takes a look at this issue and offers suggestions for teachers in Tomorrow's Professor #1111 titled, "Hang In There! Dealing with Student Resistance to Learner-Centered Teaching." Links to references are included in the article.
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
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| January 2012 |
Tomorrow's Professor #1146 - Designing and Delivering Effective Lectures. From Rick Reis at Stanford, "The key—or better yet, the key challenge—is to design lectures that are informative, engaging, and participatory. In what follows, we will offer some tips and suggestions for achieving this goal.
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
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| December 2011 |
The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (Jossey-Bass), the latest in a series of examinations by the Carnegie Foundation for the Advancement of Teaching of the impact (potential and realized) of the late Ernest Boyer's 1990 work, Scholarship Reconsidered.
(See Tomorrow's Professor posting #1139 for a short book review) http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
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| November 2011 |
J.E. Caldwell, “Clickers in the large classroom: Current research and best-practice tips,” CBE—Life Sciences Education, 6:9-20, 2007. Overview article on clicker questions, including great detail on question development.
http://1.usa.gov/ClassroomClickers
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October 2011
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Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publications. |
September 2011
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Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass |
August 2011
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How People Learn: Brain, Mind, Experience, and School. Eds. John D. Bransford, Ann L. Brown, and Rodney R. Cocking, Expanded Edition, National Academies Press, 2000 |
July 2011
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McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers by Marilla Svinicki and Wilbert J. McKeachie, 13th edition, Wadsworth, 2010
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| June 2011 |
Waters, Hannah (2011) "Simplifying Teaching: How to Make Your Teaching More Efficient, Effective, and Enjoyable Without Slighting Your Lab Projects" in the May 25, 2011 Careers issue of The Scientist: Magazine of the Life Science
http://www.the-scientist.com/?articles.view/articleNo/30507/title/Simplifying-Teaching/
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