Quick guide to flipped classroom methodology, what it is, and how to plan for flipped sessions.

Connects adult learning theory and theory of retention with active learning theory; identifies basic active learning strategies you can incorporate into any learning experience.

Guide defines formative assessment and offers examples of how faculty can embed formative assessment in teaching, including the use of audience response technology to make it happen easier!

This Haiku Deck is a guide for writing and/or reviewing learning objectives. It uses Bloom's Taxonomy Revised as a framework and the SMART principles of writing objectives.

This Haiku Deck illustrates LS Vygotsky's theory of learning and development as defined by the concept of the zone of proximal development -- the distance between what someone can do without assistance and what they could achieve with the strategic guidance of peers, teachers or other resources. Educators should create learning situations that challenge learners to draw on what they know and can do, while offering "strategic guidance" (Reiser, 2009) tor enhance or build new knowledge, skills and practices. Thus, Vygotksy's theory anticipates that learning leads development.

This Haiku Deck illustrates Spear-Ellinwood's characterization of the ZDD - the Zone of Distal Development, which extends Vygotksy's concept of the zone of proximal development. The ZDD is characterized by the distance between what the learner can achieve now without assistance and the ultimate goal of engagement in a longitudinal learning experience. The ZDD consists of a series of ZPDs through which the learner develops knowledge, skills and practices, attitudes and behaviors, that support achievement of successive proximal objects, bringing the ultimate or distal object of the longitudinal experience into proximal distance in the final zone.

This Haiku Deck guides faculty and students in how to enroll in an iTunes U course!

This Haiku Deck provides a guide for medical students in the UA College of Medicine's Medical Education Distinction Track for developing their education projects. It outlines the components of a project proposal: Project Goal, Research Questions, Setting, Participants, and Methods.

There is a great difference between asking effective questions - questions that promote learning, and asking ineffective questions - questions that do not. The intended purpose is to ask questions that encourage the learner's active participation in thinking through the problem and finding a solution, without having to rely on the instructor to provide answers. This means we should activate what the learner knows in active, critical thinking and problem-solving. We should promote reflection on the issues, the role of society and self in addressing those issues, and the questions inevitably raised by any issue that is not well-settled. This Guide offers a "formula" for crafting effective questions that do just that.

This is a modified presentation of the BDA Framework for Clinical Teaching, offered as the RAE Orientation 2016. Poll Everywhere Questions and Exit Survey included. The BDA (Before, During, After) framework applies the concepts of Donald Schon (1993) regarding reflective engagement in professional practice and a guided approach to literacy development described by Vacca & Vacca (2008). This framework is used to teach faculty and residents how to teach in clinical settings, and was presented at the 2015 RAE Orientation, by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Residents as Educators Program.

This guide introduces the RIME framework (based on the work of Pangaro (1999)) to help residents and faculty in teaching medical students. This framework provides a systematic and mindful approach to teaching that emphasizes four integral roles physicians regularly perform. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This HaikuDeck offers a guide to essential components in the patient engagement process, emphasizing communication skills and a patient-centered approach. This guide can help residents become more mindful of the skills they are modeling for the medical students they teach, and offer a semi-structured approach to assist medical students in understanding the process not only as a fact-gathering objective but as a human interaction.

The Residents as Educators (RAE) Program at The University of Arizona College of Medicine - Tucson is a unique program based upon Moll & Greenberg's (1990) funds of knowledge theory, as elaborated by Gonzalez, Moll & Amanti (2005) (Funds of Knowledge for Teaching). The concept is to provide customized educator development activities based upon an understanding of the organizing circumstance of learning (Spear Ellinwood, 2011). Author\Instructor: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This quick guide is to assist Emergency Medicine Residents in teaching medical students in clinical settings. It offers an overview of the BDA framework for structuring teaching in clinical settings, RIME to help residents assign an appropriate role for a particular student in a specific encounter, and reminds residents to offer formative feedback and guide students in how to present cases ER style to residents as well as to ensure they ask students to present to attendings at least once during their shift. The author intends this guide for University of Arizona College of Medicine Emergency Medicine residents, however, this guide may be helpful to residents in any department or on any service.

This quick guide is to assist Emergency Medicine Residents in teaching medical students in clinical settings. It offers an overview of the BDA framework for structuring teaching in clinical settings, RIME to help residents assign an appropriate role for a particular student in a specific encounter, and reminds residents to offer formative feedback and guide students in how to present cases ER style to residents as well as to ensure they ask students to present to attendings at least once during their shift. The author intends this guide for University of Arizona College of Medicine Emergency Medicine residents, however, this guide may be helpful to residents in any department or on any service.

This quick guide is to assist Emergency Medicine Residents in teaching medical students in clinical settings. It offers an overview of the BDA framework for structuring teaching in clinical settings, RIME to help residents assign an appropriate role for a particular student in a specific encounter, and reminds residents to offer formative feedback and guide students in how to present cases ER style to residents as well as to ensure they ask students to present to attendings at least once during their shift. The author intends this guide for University of Arizona College of Medicine Emergency Medicine residents, however, this guide may be helpful to residents in any department or on any service.

This presentation outlines the essential components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The presentation promotes a unique application of this model by integrating BDA (Vacca & Vacca, 2008) and RIME (Pangaro, 1999) to structure teaching and anchor formative feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This presentation outlines the essential components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The presentation promotes a unique application of this model by integrating BDA (Vacca & Vacca, 2008) and RIME (Pangaro, 1999) to structure teaching and anchor formative feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This presentation outlines the components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The guide offers guidance for instructors of medical students in non-clinical settings. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This presentation defines what is "helpful" feedback, applying the reflective feedback conversations model (Cantillon & Sargeant, 2008). It provides examples of unhelpful as well as helpful feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This presentation outlines a method to preserve your recollection of student performance so you can include specific, observable behaviors in your student assessment. SOAP notes in this context refer to Specific Observations for Assessment of Performance! Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

Provides an introduction to the BDA and RIME frameworks and how to combine these to establish or clarify expectations for student participation in clinical encounters. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This deck offers an overview of the BDA (Before-During-After) framework to structure teaching in clinical settings. The purpose of the approach is to help the clinical educator to identify learning objectives for particular encounters, specify the expectations for the medical student's participation in the encounter, and engage the student in appropriate follow-up activity to the encounter (e.g., feedback; drafting SOAP note, etc). Included in this deck are two teaching scenarios to practice applying this BDA framework to teaching in clinical settings. The FID website has additional teaching scenarios available for this purpose. Coming soon! A Haiku Deck on RIME that includes RIME-based teaching scenarios. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

Mini presentation on the key concept for clinical teaching using the BDA (Before, During, After) framework; adapted from the RAE Orientation presentation on June 30, 2015, by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Residents as Educators Program.

This presentation outlines the essential components of engaging learners (medical students or residents) in reflective feedback conversations, a model developed by Cantillon & Sargeant (2008). The presentation promotes a unique application of this model by integrating BDA (Vacca & Vacca, 2008) and RIME (Pangaro, 1999) to structure teaching and anchor formative feedback. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

A graphic guide for clinical educators to encourage medical students to engage in reflective thinking, especially with respect to possible cognitive error, before, during and after patient encounters. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

A graphic guide for clinical educators that outlines various types of cognitive error, posing questions one might ask to recognize the errors. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

The concept of "instructional conversations" was introduced by Goldenberg (1990) and elaborated by Gallimore & Goldenberg as well as Gallimore and Tharpe (1992/93). Sherry & Billig (2008) have discussed this as a helpful way to approach the teacher/learner relationship in higher education settings. Instructional Conversations is a Socratic art form, not simply a question & answer session. "A simple request-respond dyad does not constitute a true conversation, though the research shows that it is currently the most frequent type of conversation that occurs in both classrooms today," (Sherry & Billig, 2008, 2). Find out how you could use this approach in your teaching.

This short guide provides a definition of the term "educational records" as used in FERPA and information from The University of Arizona about FERPA. Author: Karen Spear Ellinwood, Director, Faculty Instructional Development

This is a guide to selecting your menu at the faculty instructional development (FID) website at The University of Arizona College of Medicine-Tucson. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

This Haiku Deck guides medical students at the UA College of Medicine in how to participate in the self-assessment survey in the Clinical Reasoning Course.

This is a guide to the Clinical Reasoning Course, providing an overview of the course structure for working on cases online and in small groups and introduces the NEW version of ThinkShare® that faculty and students will be using. Guide Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

This is a guide to the Clinical Reasoning Course, providing an overview of the course structure for working on cases online and in small groups and introduces the NEW version of ThinkShare® that faculty and students will be using. Guide Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

Goals for the new Clinical Reasoning course at the UA College of Medicine, Tucson, AZ (2015-16). Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

This is a guide to the Clinical Reasoning Course, providing an overview of the course structure for working on cases online and in small groups and introduces the NEW version of ThinkShare® that faculty and students will be using. Guide Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

List of observable student behaviors for assessment in the new Clinical Reasoning course at the UA College of Medicine, Tucson, AZ (2015-16). Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

This is a guide to the Clinical Reasoning Course, providing an overview of the course structure for working on cases online and in small groups. Addresses Nervous System cases (also applies to all 1-session cases in the NEW CRC). Guide Prepared for the Clinical Reasoning Course Directors by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Assistant Professor, Obstetrics & Gynecology, University of Arizona College of Medicine, Tucson. Course Directors: Paul St. John, PhD, and Alice Min, MD

This is a guide to the Case-based Instruction (CBI) in Year 2 for facilitators. It provides an overview of the NEW version of ThinkShare® , highlighting what has NOT CHANGED as well as what's NEW. Guide prepared by Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Office of Medical Student Education, The University of Arizona College of Medicine.

This Haiku Deck illustrates the learning objectives for medical students in the new clinical reasoning course to be offered in the 2015-16 academic year at the University of Arizona College of Medicine. Author: Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development; Assistant Professor, Obstetrics and Gynecology; and member, Clinical Reasoning Course Team. Prepared for the Clinical Reasoning Course Directors Paul St. John, PhD, and Alice Min, MD

This presentation introduces faculty to Haiku Deck as a mobile, web-based presentation tool.