AMEE “Live” Teaching Challenge- a tool for learning and faculty development aka Assessing Teacher Effectiveness by Alice Fornari, EdD / Patrick Gannon, PhD /Paul Roos, MD /Suleyman Yıldız, EMSA

1. AMEE “Live” Teaching Challenge- a tool for
learning and faculty development
aka Assessing Teacher Effectiveness
Alice Fornari, EdD
Patrick Gannon, PhD
Paul Roos, MD
Suleyman Yıldız, EMSA

2. Session Presenters
1. "Gannon, Patrick J."
Patrick.J.Gannon@hofstra.edu
2. "Fornari, Alice" AFornari@nshs.edu
3. ”Roos de, Paul” Paul.deroos@neuro.uu.se
4. ”Yildiz, Suleyman”
yeditepe.tip34@gmail.com

3. Session Outcomes
• Explore and reflect on possible opportunities
for “live” faculty development
• Facilitate learning among colleagues by
sharing multiple sources of feedback on
teaching
• Apply and discuss a teacher effectiveness
instrument-COIL (conductor of interactive
learning)

4. Teaching
Excellence must
be supported by
the scholarship
of teaching and
learning
Academics
Accreditation
Organizations
Public

5. “
“There is currently
no mechanism at a
global level for a
professional peer-
review of excellence
in teaching.”
Harden RM, Wilkinson D.
Excellence in teaching and
learning in medical schools.
Med Teach. 2011; 33:95-96

6. Literature
• With problem based learning curriculum-there are new
demands on lecturers to be interactive to enhance
understanding, promote critical thinking and self-directed
learning.
• Inclusion of interactivity does not equate to loss of lecture
time
• Students’ achievement of learning outcomes is enhanced
with interactivity
• Questions and problem solving activities is motivating to
students and keeps their attention and enables them to
transfer knowledge to clinical cases

8. StudentEngagement
Student centered-
learning
Collaborative
Peer-to Peer
Learning
Student
participation
Curriculum
planning
Evaluation of
teaching
Assessment of Excellence in Teaching
Harden RM, Wilkinson D. Excellence in teaching and learning in medical schools. Med Teach. 2011;
33:95-96

9. FAIR Feedback
Activity: engage the student in active
rather than passive learning
Individualization
Relevance-students recognize relevance
of their learning experiences
Four principles leading to effective learning
Hardin R, Laidlaw. Be FAIR: Four principles that lead to more effective learning. Med
Teach. 2013; 35: 27-31

10. Traditional
Lecture
• Passive
• No brain activity
• “Inert knowledge”
Active learning
• Promote
Thinking
• Review
material
• Long term
memory
Hardin R, Laidlaw. Be FAIR: Four principles that lead to more effective learning. Med
Teach. 2013; 35: 27-31

11. Passive Learning
Faculty: “Sage on the
stage”
Active Learning
Facilitator: “the guide on
the side”
Hardin R, Laidlaw. Be FAIR: Four
principles that lead to more
effective learning. Med Teach.
2013; 35: 27-31

12. Apply specific
techniques that
foster deep
learning
Master Active
Learning
Apply Learning
Beyond
Classroom
Three Themes to Enhance Learning Approaches
Azer S et al. 12 tips: Enhancing learning approaches: Practical tips for students and teachers. Med Teach.
2013; 35: 433-443.

13. LL
Deep learning: The learner is central to the learning process
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8
9
10
11
12
Azer S et al. 12 tips: Enhancing learning approaches: Practical tips for
students and teachers. Med Teach. 2013; 35: 433-443.

14. Ask Questions
Identify
learning needs
Plan active
learning
strategies
Identify
Resources
Search for
answers
through
resources
Ask Good
Questions
Look for
relationships
Construct new
knowledge
from what is
learned
Apply
knowledge
learned to new
situations
Analyze
different
aspects of an
issue
DEEP LEARNING
Azer S et al. 12 tips: Enhancing learning
approaches: Practical tips for students
and teachers. Med Teach. 2013; 35:
433-443.

15. THANK YOU