This resource was collaboratively developed by faculty and students in the MD Program, Faculty of Medicine, University of Toronto, in response to concerns about how various social identities (i.e. gender, race, sexuality, etc.) are portrayed in our curriculum. The attached tool has been designed as a reference for medical educators when creating or delivering lectures, CBL cases, seminars, or other teaching and learning materials.
This document is meant to guide you to create well-constructed MCQs for the assessment of medical students in the Foundations and Clerkship Curriculum. It takes you through a series of steps that help you to conceptualize a question, create it in a well-constructed fashion, and confirm that the pitfalls common to item generation have been avoided.
The Office of Faculty Development is pleased to offer an e-learning module for MEET supervisors. The purpose of this emodule is to provide an overview of MEET for both teachers and students.
The learning objectives of the emodule are:
1. to describe the goals and structure of MEET
2. to differentiate between and reflect on the integration of therapeutic and diagnostic interview skills
3. to consider your goals for participation in MEET
Click link to go to E-learning module:
This emodule will take about 30 minutes to complete.
We continue to make upgrades and improvements to this E-module. If you have previously opened the e-module or if you have difficulty with loading pages, you may need to refresh your browser. Click here to see a website with instructions on refreshing browsers: http://www.wikihow.com/Force-Refresh-in-Your-Internet-Browser
There is growing literature in medical education that suggests that reflection improves learning and performance in essential competencies.
This introduction to Portfolio provides an overview of reflective practice and portfolio content.