Internship notes: This is the first document we started with. I was tasked with adding terminal objectives to the first two program objectives and any notes. At our next meeting, this table was abandoned for the course outlines. There are two versions, the second one is where the bulk of our work lies. Program-level Objectives Educators will be able to integrate technology tools and resources to facilitate learning.
Terminal Objective 1. Develop teacher toolkit for medical educators to incorporate [into] Lecturio platform (basic, personalized) 2. Develop a database of “how-to” (job aids) videos/files that incorporates/pairs a pedagogical tool that aligns with a given section/course of study with Lecturio platform 3. Medical educators will create activities [based on a chapter of study] using educational technology tools and gauge student outcomes using the tool's data function. 4. Medical educators will assess student retention by incorporating knowledge check technology tools into their lessons (chapter/module level) 5. 6. 7. 8. 9. Medical Educators will identify 3-5 interactive tools
Notes A Delphi Study
to gamify learning engagement 10. Medical Educators will recognize key Zoom capabilities for increased classroom engagement
Educators will demonstrate skills for mentorship, educational leadership, and research.
1. Develop PD based on a cooperative mentorship model or best practices that engages medical educators and fosters solidarity by discussing ID strategies and how to use them (monthly?) 2. Given a series of thought-provoking prompts, medical educators will develop a discussion board activity to increase student engagement. 3. 4. 5. 6. 7. 8. 9. 10.
Educators will demonstrate the skills needed to apply effective pedagogical methods in their course.
1. Develop PD on student engagement (motivation) within an online environment
Use Lincoln and Guba’s 4 criteria for qualitative studies.
2. Identify five (5) scaffolding tasks that support course objectives. 3. Demonstrate chunking of course content to facilitate student learning. 4. Summarize classroom management techniques for e-learning and face-to-face. 5. Differentiate formative and summative assessment. 6. Associate methods of engagement for learners with different personality types. 7. Discover strategy through groupings for differentiated instruction 8. Distinguish high expectations for course success. 9. Identify open-ended questioning methods that stimulate learner-instructor engagement. 10. Develop multi means or representation to differentiate course material for learners.
Educators will distinguish the concepts of the learning sciences and their relevance to course goals and learning outcomes.
1. Develop PD on leading/facilitating discussion groups that gives rise to critical reflection resulting in metacognition 2. Contrast common misunderstanding about
Supports flipped classroom
learning (how the brain learns). 3. Differentiate top-down processing to enhance learning. 4. Develop elaboration techniques for effective learning. 5. Formulate ideas for spaced practice for deeper learning and long-term results. 6. Develop strategic practice built into the course for learning transfer. 7. Identify scaffolded feedback to support learning 8. Develop a knowledge base of dual coding strategies to enhance student learning. 9. Identify steps of employing retrieval practice to optimize learning 10. Identify strategies to cultivate reflection or metacognition in learning.
Follow-up ongoing oversight, reinforce learning
1. Identify key strategies for reinforcement of training/learning topics. 2. Develop follow-up mico testing to reinforce learning and increase long-term retention and recall. 3. Develop strategy to incorporate management into implementation of
learning. 4. Develop follow-up surveys to measure opportunities for implementation of learning objectives. 5. Develop infographic to summarize to review essential course content. 6. Develop highlight multimedia presentations to reference course content. 7. Develop further reading sources to explore 8. Develop outlet to share application of learning to support new skills. 9. Develop an action plan that provides application for knowledge transferred. 10. Develop a sequence of systematic emails with refresher content.