Intramural Faculty Development Venues

Faculty Development Outreach
All affiliated sites may request specific faculty development sessions/programs/ consultations. Together with the teaching affiliates, the OEA provides centralized (at TUSM) and local (at the sites) faculty development initiatives to better address faculty teaching needs.

Faculty Development Series of Workshops
A series of faculty development workshops is scheduled throughout the academic year. Workshop topics will be determined by faculty specific teaching needs on a yearly basis. The OEA announces the series of workshops at the beginning of each academic year.

Continuing Medical Education
Working in collaboration with the Office of Continuing Medical Education, CME credits are offered in faculty development workshops and online self-study modules.

Problem-Based Learning (PBL) New Facilitator Training
The objectives of the PBL program are to:

  • Develop learning and communication skills, including problem-based and self-directed learning, critical reasoning, teaching and group skills.
  • Integrate basic science knowledge with clinical medicine.
  • Identify and explore learning opportunities which may not be available in the rest of the curriculum.
  • Establish the attitudes and practice the skills that will create a strong foundation for life-long learning.
Faculty are needed to serve as facilitators for PBL small groups of first-year students meeting for two hours once per week to discuss a clinical case. In this setting faculty tutors are not required nor expected to be content experts in the basic science or clinical issues developed in the case. Rather, faculty tutors serve as facilitators who are experts in the process of small-group learning. Faculty are trained during a 2-1/2 hour workshop. They are introduced to the TUSM curriculum, the PBL program, and the dynamics of learning in small-groups. Once trained, faculty can facilitate by semester or by year. In addition, faculty may choose to participate in other aspects of the PBL Program, according to their interest and availability. Current activities include PBL case-writing, library and other learning resources, evaluation development, and faculty development. For more information contact Donna Merrick at donna.merrick@tufts.edu.

OEA Faculty Consultation on Student Evaluations
Student evaluations may enhance faculty teaching, particularly if they are coupled with individualized consultations. The OEA launched a Faculty Consultation on Student Evaluations Program to provide course directors with assistance in interpreting results, identifying strengths and weaknesses, offering suggestions for improvement, and planning changes in teaching practices. Ann Maderer will contact course directors to set up a consultation appointment upon completion of the student evaluation data analysis.

Effective Teaching Practice Coaching
The goal of this coaching is to address and support individualized faculty teaching needs. During these individualized consultations, faculty can share teaching strengths they want to reinforce, teaching weaknesses they want to improve, and/or teaching materials they want to develop/improve.

Small-Group Teaching Facilitators Coaching
Courses that involve small-group teaching sessions may request educational support for their small-group facilitators to promote standardization of teaching practices across small-group sessions. This support may be delivered at regular teaching staff meetings or by appointment. Peer Observation of Teaching with Feedback.

Educational Scholarship Coaching
The goal of this coaching is to help faculty move their daily educational activities to scholarly work and educational scholarship. A daily educational activity becomes scholarly work when faculty pursue to understand the effects/implications of their educational interventions to promote student learning. The faculty then applies theories of teaching and learning, reflects on it, and makes changes as appropriate. This work turns into educational scholarship when it produces new knowledge/materials that are peer-reviewed and disseminated. Faculty will receive assistance with the design, implementation, analysis and dissemination of educational research projects; IRB and grants submission process.

Promotion of Clinical Educators Coaching
The goal of this coaching is to provide support and guidance for faculty seeking advancement on the clinical educator ladder. Faculty are guided on documenting scholarly work and educational scholarship in their Teaching Portfolio.

TUSK Faculty Development Course Website
The OEA is developing an online repository of teaching and educational research materials to support faculty teaching and educational research practices. For example, handouts on teaching and educational research strategies, videotapes of best teaching practices and faculty development workshops, and links to online educational resources. The OEA is also developing online self-study modules for faculty development. Faculty are welcome to propose materials they would like the OEA to develop. For more information visit: TUSK (log-in is required).

OEA Faculty Medical Education Journal Club
The OEA Faculty Medical Education Journal Club consists of regular online exchanges that are intended to provide faculty with key articles in medical education relevant to their daily responsibilities as educators. Summaries are sent together with the links to the original articles. An online archive of the journal club editions is available. Faculty are also welcome to request regular literature updates on a topic of their interest in the medical education field. Please feel free to send your comments or suggestions about the materials to Maria Blanco at maria.blanco@tufts.edu.

Medical Education Literature Alerts
Want to see what has been recently published in the field of Medical Education?

Participating faculty will receive monthly email updates, via the Hirsh Health Sciences Library, on recently published articles in the Medical Education literature. Faculty members can opt to receive citations on one or several topics of interest. A few examples of the many topics available for selection include Clinical Reasoning, Communication Skills, and Mentoring. This opportunity to stay current on new publications within the field of Medical Education is open to all Tufts University faculty.

To receive a full list of topics available, or to sign up to receive the updates, contact librarian Elizabeth Richardson at elizabeth.richardson@tufts.edu or x66774.

Mary Y Lee, MD, Medical Education Day
The Mary Y. Lee, MD, Medical Education Day honors former Dean for Educational Affairs, Mary Lee, MD (currently Associate Provost, Tufts University), a leader and innovator in medical education. The goal of this program is to promote faculty educational research and provide faculty development with opportunities to engage in cutting-edge topics in medical education. The day takes place every two years, and includes: a plenary speaker; oral presentations and a poster session of faculty scholarly work; and faculty development workshops.

Clinical Skills Interclerkship – Peer Observation Support and Self-Evaluation Program
As part of the Clinical Skills Interclerkship (CSI), faculty may participate in the Peer Observation Support and Self-Evaluation Program (POSSE). The program provides faculty with immediate feedback on their teaching and facilitation of CSI small groups, and promotes collegial exchanges about faculty CSI teaching. One session will occur at TUSM in Boston and one at Baystate Medical Center in Springfield. Each session will run for four hours and will be held in October. For more information contact Ann Maderer at ann.maderer@tufts.edu , 617-636-2191.

Practical Approaches to Precepting Conference
The Practical Approaches to Precepting Conference is cosponsored by the Family Medicine Department and the OEA. Designed for clinicians who teach medical students in an ambulatory setting, this seven-hour conference features hands-on clinical workshops and interactive faculty development workshops. The conference is open to clinical teaching faculty as well as health sciences faculty. It will run once a year in May. For more information contact Dr. Wayne Altman at wayne.altman@tufts.edu.

Effective Use of IT in Teaching, Learning, and Research
Academic Technology offers yearly sessions to develop skills on using technology to enhance teaching – for example, learning how to use tools such as WebDiver, E-portfolio, VUE, and Audience Response System (clickers). Sessions will be announced by the OEA.

Teaching @ Tufts
Teaching @ Tufts is a website of Tufts University Committee on Teaching Faculty Development. It offers a broad selection of faculty resources that promote excellence in teaching, curated specifically for Tufts faculty, including links to information about best practices, faculty development programs, and teaching reflections from Tufts faculty members. For more information, please visit the Teaching @ Tufts website at https://teaching.tufts.edu/.

TUSK Faculty Support
TUSK is complete e-learning system providing tools for personal knowledge management, content and course management and social networking. It also has e-learning tools such as a virtual patient creator, quiz maker, and assignment manager. Collections may be personalized and content may be annotated. A Microsoft Word template will allow a Word uploaded document to be displayed on the web with semantic markup. TUSK content may be reused and repurposed using the search utility and the “reuse TUSK content” button. TUSK staff runs classes from time to time alone or in conjunction with the OEA. Training may also be individualized. Email tusk@tufts.edu to request an appointment.

Hirsh Health Sciences Library Faculty Support
The library offers many services to support our faculty. The library Information Services team will design and teach information mastery classes tailored to your course; update your course bibliography in TUSK to ensure copyright compliance; create web pages for suggested readings; tailor individual, hands-on workshops for faculty specifically for the information resources and bibliographic management software needed to support your research and teaching; provide mediated search services and interlibrary loan for document delivery, place course materials on reserve at the circulation desk, and link you to an expanding array of electronic journals, books and databases. For more information, please contact Gail Hendler, gail.hendler@tufts.edu or 617-636-3969.

Resident-as-Teacher Program
Teaching has become an essential competency for residents in recognition of the vital role that residents fulfill in medical education. Residents are important educators for medical students, peers, junior and senior colleagues, other health professionals, and their patients. Further, many will teach in their future practice while pursuing academic careers. The purpose of this initiative is to design and implement training programs that help residents develop as educators. Each program is tailored to the specific needs of the target audience/department/site, and may consist of one-hour workshops, full-days retreats, month-long seminars or individual coaching.

Student-as-Teacher Program
Medical Education Elective Course
The purpose of this elective is to introduce medical students to their future role as teacher. In this interactive course, students will have the opportunity to read educational literature, discuss principles of learning, explore teaching strategies, practice teaching skills, develop teaching materials, and start to create their teaching portfolio/CV. Methods of giving and receiving feedback will be emphasized. Students will participate in a forum about teaching and learning within a community of peers. For more information visit the course website on TUSK.

Problem-based Learning Student-Tutor Program
The objectives of the PBL Student-Tutor Program are to:

  • Provide an opportunity for advanced medical students entering the 4th year of the TUSM curriculum to acquire teaching experience.
  • Present the educational principles of teaching and learning which underlie the pedagogy of small-group learning.
  • Develop skills required for successful work in small groups, including communication, negotiation, conflict resolution, and the giving and receiving of feedback.
  • Provide an opportunity to serve as role-models and mentors to first- and second-year students.

Advanced (4th year) medical students are strongly encouraged to serve as facilitators for PBL small groups of first- and second-year students. Feedback received from past graduates of TUSM consistently documents the enthusiastic response of first- and second-year medical students to the leadership, mentoring, and role-modeling offered by the example of 4th year medical student facilitators. In this setting 4th year Student Tutors are not required nor expected to be content experts in the basic science or clinical issues developed in the case. Rather, they serve as facilitators who are experts in the process of small-group learning. Student-Tutors are trained during a 2-1/2 hour workshop. Once trained, they may facilitate by semester or by year. Special arrangements can be made to provide substitute facilitators if 4th-year Student Tutors need to be absent to attend interviews in support of their applications for Internship/Residency positions. For more information contact Donna Merrick at donna.merrick@tufts.edu.

Medical Interviewing and the Doctor-Patient Relationship Course – Section Leaders Section leaders in “Medical Interviewing and the Doctor-Patient Relationship” are responsible for facilitating group and individual learning. The goal of this student-as-teacher initiative is to provide 4th-year student leaders with a foundation of knowledge and skills relevant to teaching and learning in this course. By the end of the program, student leaders will be able to define pedagogical principles that promote individual and group learning, acquire teaching skills relevant to teaching interviewing and the doctor-patient relationship, recognize principles of effective feedback and assessment strategies, practice teaching and feedback skills, reinforce prior knowledge and skills related to the subject, and receive faculty and peer feedback on their teaching skills. For more information contact: Dr. Jody Schindelheim at JSchindelheim@tuftsmedicalcenter.org.