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Learners achieving their goals!
Learners over exceeding the teachers expectations.
Learners making broad strides

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"thanks for making me feel safe"

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Batch feedback - not SPECIFIC.

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Masters students: How to engage students virtually/online - fostering engagement. Expectation is asynchronous with Masters Students/adult learners with lots of schedule demands. It's not in real time - so how do we know students engage meaningfully?

For medical students (re: ethical decision making) - there is NOT A RIGHT ANSWER - and they have to understand that/reconcile with that.

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Appreciation or thank you cards from learners at the end of a rotation.

When medical students/residents/fellows are excited about something they did or learned.

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Seeing growth individually with a student and being able to follow up, seeing fulfillment in her, moving her in the right direction

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Seen improvement when i take feedback and incorporate changes.

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Seen improvement when i take feedback and incorporate changes.

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Need more constructive criticism. Too much positive feedback and we don't have the push as teachers to improve.

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Doesn't get much feedback except for informally when it is learner-initiated.

Often times, feedback is not constructive enough to help with improvement.

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informal feedback so far via email. Waiting for formal evals.

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informal feedback so far via email. Waiting for formal evals.

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Some written batch feedback and some in-person feedback (although we wonder to what extent learners will be candid with superiors who are also giving them feedback)

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Time management with M1s. Having them understand the balance with too much or too little information.

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Time management with M1s. Having them understand the balance with too much or too little information.

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Q1: Lectures vs Bedside vs Workshop - time management, variation in learner level

Q2: Residents in the moment: autonomy, steamrolling - generally "keep doing what you're doing." Qualtrix - rare, middling. New innovations - generally overwhelmingly positive feedback

Q3: "AHA" moments; consistent positive resident feedback

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Currently limited to small groups in clinical setting, would like to have more formal teaching experience in classroom or lab. How do you make that transition?

Teaching learners of different levels.

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--How to carve out time for teaching with a high patient census
--only 2 days with learners; can lead to check-list mentality

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Structured that he wants engagement, and actually gets the engagement at the right time, was intern of the year last year because of teaching partly which was exciting

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Learner engagement
Technology
teaching to the learners needs

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I'm pretty proud of incorporating polling software in my lectures
I've implemented residents giving each other lecture on topics that come up on board exams
I am increasing their ability as educators and become content experts

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Resident = good feedback from students. Students learned alot of her lessons.

Tutor in Medical School = Student kept coming back for tutoring with her.

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Doesnt get formal enough feedback as often as he would like

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1. Difficult to get into a comfortable pattern for teaching with the sporadic nature.
2. Tailor level of teaching to different learners with short notice.

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teaching award second year of faculty
we don't get feedback from residents as often, they are anonymous and have to be batched and they do not evaluate us very frequently
i have not had a colleague observe my teaching
i get feedback from med students on zoom lecture

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Informal feedback from leaners. Would be helpful for a formal process

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Informal feedback from leaners. Would be helpful for a formal process

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Limited experience teaching prior to this year, trying to figure out style

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Multiple responsibilities /time

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Self-reflection with active feedback, student evals, student emails

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Self-reflection with active feedback, student evals, student emails

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1. balancing confidence teaching while learning a new role. 2. effective teaching in short time spans given (ex. 2 days)

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1. balancing confidence teaching while learning a new role. 2. effective teaching in short time spans given (ex. 2 days)

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Not teaching the 'right' topic. Things students have already seen/heard.

"Too wordy", with explanations

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Time, also due to time pressures in the OR since a lot of my teaching is clinical and has to be balanced with patient care. multiple learner levels.

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Time, also due to time pressures in the OR since a lot of my teaching is clinical and has to be balanced with patient care. multiple learner levels.

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5-6 different learner levels

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Trying to keep up with variety of class composition (e.g. different student levels and backgrounds)

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Trying to keep up with variety of class composition (e.g. different student levels and backgrounds)

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Working with different learners at different levels, and then also Time

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Time