2.45 Giving good feedback (“formative assessment for action planning”) 3.30 Evaluating your performance as a medical educator 3.45 Putting it all together toward a university level teaching credential: writing a portfolio 4.15 Round up and next steps 4.30 Adjourn B Pursuing a Teaching Qualification Follow-up Activities: Peer observation and feedback Collect, analyse and put into use feedback” from students “speedy Read selected articles from the recommended readings below and further readings in the Developing Learning and Teaching (DLT) handbook Write a DLT portfolio toward gaining a formal qualification in teaching in higher education. Bring an outline for feedback to the follow-up Portfolio Workshop Portfolio Workshop Outline*: 10.00 12.00 am – 10.00 Lessons learned from practice - peer observations, student and trainee feedback groups) 11.00 Feedback on portfolio outline or draft sections along AOME requirements (bring 3 copies) 11.30 Review sample portfolios and question & answers on portfolios 12.00 Adjourn *Evening meeting can be considered for increased accessibility Pre Course Reading: Cantillon, P. & J. Sargeant. Teaching Rounds: Giving feedback in clinical settings. BMJ Access online via: doi:10.1136/bmj.a1961 Spencer, J. ABC of learning and teaching in medicine: Learning and teaching in the clinical environment, 2003;326;591-594. BMJ Access online via: doi:10.1136/bmj.326.7389.591. Cognitive Apprenticeship Model Overview
2.45 Giving good feedback (“formative assessment for action planning”) 3.30 Evaluating your performance as a medical educator 3.45 Putting it all together toward a university level teaching credential: writing a portfolio 4.15 Round up and next steps 4.30 Adjourn B Pursuing a Teaching Qualification Follow-up Activities: Peer observation and feedback Collect, analyse and put into use “speedy feedback” from students Read selected articles from the recommended readings below and further readings in the Developing Learning and Teaching (DLT) handbook Write a DLT portfolio toward gaining a formal qualification in teaching in higher education. Bring an outline for feedback to the follow-up Portfolio Workshop Portfolio Workshop Outline*: 10.00 – 12.00 am 10.00 Lessons learned from practice - peer observations, student and trainee feedback groups) 11.00 Feedback on portfolio outline or draft sections along AOME requirements (bring 3 copies) 11.30 Review sample portfolios and question & answers on portfolios 12.00 Adjourn *Evening meeting can be considered for increased accessibility Pre Course Reading: Cantillon, P. & J. Sargeant. Teaching Rounds: Giving feedback in clinical settings. BMJ Access online via: doi:10.1136/bmj.a1961 Spencer, J. ABC of learning and teaching in medicine: Learning and teaching in the clinical environment, BMJ 2003;326;591-594. Access online via: doi:10.1136/bmj.326.7389.591. Cognitive Apprenticeship Model Overview