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The educational contributions of Tufts University School of Medicine (TUSM) faculty members are a vital component of the school’s mission and strategic plan. TUSM is committed to supporting and recognizing faculty efforts through a comprehensive faculty development program. TUSM’s faculty development program is targeted to faculty who teach in the pre-clerkship years; residents and faculty who teach in the clerkships and clinical electives; as well as to students who participate in TUSM’s Student-As-Teacher (SAT) Program (a requirement of TUSM’s 4-year curriculum).
The faculty development program is informed by TUSM’s Educational Strategic Planning principles; a comprehensive analysis of all courses, clerkships and their faculty based on student evaluations; and on a biennial institutional faculty development needs-assessment survey conducted by the Office of Educational Affairs. The program design and delivery are also guided by relevant theoretical frameworks, including principles of self-directed learning, reflective practice, situated learning and social learning theories. The program follows the community of practice framework and the train-the-trainers model. TUSM faculty who participated in the program offerings are becoming members of the TUSM community of educators and are invited to participate as faculty developers. An outcome-logic model approach is being used to evaluate the effectiveness of the program.
The goals of the faculty development program are to:
- Comprehensively promote the fulfillment of the Educational Strategic Plan’s learning and teaching principles that covers the continuum of medical education for students, residents, and faculty members.
- Address professional development needs for faculty.
- Support individual faculty in their roles as educators.
- Offer a variety of venues to assist faculty with enhancing their educational contributions.
- Support faculty in advancing their careers as medical educators by developing their educational contributions into scholarly work and educational scholarship, including assisting faculty with the design, implementation, analysis and dissemination of educational innovations, research projects and grants.
- Promote the recognition of faculty educational contributions.
- Assist with the design, implementation and evaluation of the Resident-As-Teacher program.
- Participate in the design, implementation and evaluation of TUSM’s Student-As-Teacher (SAT) Program.
- Create a collegial forum around TUSM’s teaching and learning practices for faculty, residents, and students.
- Promote the train-the-trainers model through efforts by involving faculty as peer trainers.
- Promote sharing of best practices among faculty members and affiliated teaching sites.
- Contribute to developing a scholarly curriculum.
For more information about the Faculty Development Program, please view:
- Clinical Teaching_Clinical Teaching PPT Presentation
- Clinical Teaching_Intern Learning Goals and Strategies
- Clinical Teaching_Orienting Students to Clerkship
- Clinical Teaching_Strategies to Overcome Six Common Clinical Teaching Challenges
- Clinical Teaching_Teaching in the OR-BID Model
- Clinical Teaching_The One Minute Observation
- Clinical Teaching_Framework for Practicing Teaching Compassionate Care
- Evaluation_Principles of Std Clinical Eval
- Evaluation_Writing Exam Questions for Basic and Clinical Sciences
- Evaluation_Writing Exam Questions for Basic Sciences
- Evaluation_Evaluating Stud Clinical Performance PPT
- Evaluation_MCQs Dos and Donts
- Peer Review of Teaching_Overview
- Peer Review of Teaching_Peer Observation
- Peer Review of Teaching_Observations Feedback Guidelines Handout
- Peer Review of Teaching_Observations Feedback RIME Forms
- Research_ Research-Innovations Abstract Writing Guidelines
- Research_Grant Proposal Writing Tips
- Research_Guidelines IRB Requirements
- Teaching_Delivering and Supporting Effective Presentations
- Teaching_Knowing the Learners
- Teaching_Leading Effective Small Groups
- Teaching_Learning Environment
- Teaching_Med Stud Perceptions of Effective Small Groups
- Teaching_Strategies for Small Group Sessions
- Teaching_Teaching with Cases
- Teaching_Third-Year Student Roles During Clerkships
- Teaching_Tips for Planning a Lesson-Educational Experience
- Teaching_Tufts School of Medicine Guidelines for Effective Lectures
- Teaching_Writing Objectives
The purpose of this guide is to support and inform graduate student's teaching roles and responsibility by providing an introduction to key educational concepts and corresponding practical tips. The guide is based on a summary of relevant educational literature and the designer's insights.
- Setting Expectations & Learning Agenda
- Effective Presentations
- Small Group & Case Based Teaching
- Teaching through Questioning