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By the end of this workshop, you should be able to:

1. Identify key components of a well-written learning objective.

2. Discuss the process for writing learning objectives.

3. Practice writing effective learning objectives.

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Teaching Essentials Series - Learning Objectives

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Please watch this short video before attending the live session.

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Learning Objectives (Teaching Essentials Series)

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Prepare Your Learning Objectives for Review

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Prepare Your Learning Objectives for Review

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Please bring to the live session 2-3 learning objectives that you either currently use or plan to use. Please include the topic of the session, and the anticipated audience (e.g. what level of learner). You will be discussing these in breakout rooms.

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Remote participant access:

Register for Zoom Link

Meeting ID: 921 5434 4440

Passcode: 532443

Agenda for the Virtual Session

1. Welcome/Introductions

2. Evaluate sample Learning Objectives - how could they be made better?

3. Alignment - Thinking about how the Learning Objective relates to teaching strategies and assessment methods

4. Hands-on practice

5. After review of 3-4 as a group, time to discuss/revise each of the participants’ objectives - ask peer, facilitator, revise on own

6. Next steps - Think about how your Learning Objective(s) translate into teaching strategies.

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Revised Bloom's Learning Objectives Chart

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Revised Bloom's Learning Objectives Chart

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Download this session resource.

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TES - Learning Objectives Session Recording.mp4 | Powered by Box

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Post-Session Survey - Learning Objectives

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Post-Session Survey - Learning Objectives

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Please complete the post-session survey.

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Teaching Essentials Series - Assessment

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Welcome to the session on Assessment!

This session has 5 major components:

1. Pre-session prep: Watch the Assessment Overview video (10 min)

2. Pre-session prep: Draft 1-2 assessments that map to Learning Objectives for a session you teach, will soon teach, or would like to teach someday.

3. Pre-session survey/quiz (completed during live session)

4. Attend the in-person session. (1 hour)

5. Post-session survey/quiz.

This session is designed to provide you with the opportunity to apply the concepts from the video and receive feedback from peers, colleagues, and experts.  The session will be primarily focused on application and practice.

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By the end of this workshop, you should be able to:

1. Describe characteristics of formative and summative assessments.

2. Explain curricular alignment between assessments, learning objectives, and teaching strategies.

3. Relate an assessment to a given learning objective.

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Assessment (Scientists as Educators Series)

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Assessment (Scientists as Educators Series)

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Please watch this short video before attending the live session.

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Assessment (Scientists as Educators Series)

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In preparation for the workshop, fill out your sample assessments using the attached Assignment Matrix.

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Remote participant access:

Register for Zoom Link

Meeting ID: 921 5434 4440

Passcode: 532443

Agenda for the Virtual Session

1. Review assessments and alignment.

2. Evaluate sample learning objectives and assessment alignments

3. Review classroom assessment techniques (CATs).

4. Evaluate sample learning objectives and CATs alignments.

5. Next steps - Consider how your learning objectives and assessments can be effectively integrated into session design.

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Classroom Assessment Techniques:

GWU Instructional Core: CATS Guide

Vanderbilt Center for Teaching: CATS

U. of Kentucky: 50 CATS

IA State: Quick strategies to check student learning in class.

K Patricia Cross Academy: Video Library of CATS techniques.

For additional information, please consult the Angelo and Cross book, which is available from Gelman

Summary of Angelo and Cross

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Additional Resource - Active Learning Techniques

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Additional Resource - Active Learning Techniques

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Please complete the post-session survey.

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Teaching Essentials Series - Designing Instructions

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Teaching Essentials Series - Writing Questions

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Teaching Essentials Series - Balancing Teaching, Research & Service

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Welcome to the session on Session Design!

This session has 5 major components:

1. Pre-session prep: Complete the interactive Session Design Overview video [Designing Didactics] (10-15 min); Note: If you attended the session on Learning Objectives, you can skim/skip part 3 on Learning Objectives.

2. Pre-session prep: During or after the interactive module video, draft your Prep, Link, and Hook elements of your session. Submit as the PHLET assignment.

3. Pre-session survey/quiz (completed during live session)

4. Attend the in-person session.  (1 hour)

5. Complete the post-session survey/quiz.

This session is designed to provide you with the opportunity to apply the concepts from the video and receive feedback from peers, colleagues, and experts.  The session will be mostly application and practice.

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By the end of this workshop, you should be able to:

1. Identify the major components of effective instructional design.

2. Refine the design of a teaching session to reflect the required components.

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Please view the interactive video linked above. At points in the video, you will be prompted to enter your own ideas/plans for your session.

https://360.articulate.com/review/content/a26987de-a286-4586-a1f0-afe91fea776f/review - Copy-paste the link in a separate browser window if the one above does not open properly.

Note: If you participated in the Learning Objectives session, a few slides will be reviewed - feel free to enter your already-developed Learning Objectives in that section.

At the end of the video, you will have an opportunity to download a PDF of your answers throughout the video. You may submit that downloaded PDF, or create a PHLET document from the provided template for the assignment submission.

Please focus mostly on the Prep, Link, and Hook elements for your assignment submission - we will use the time in person to refine Engagement and Transfer for your sessions.

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Forms/documents referenced in the video:

Learning Objectives and Teaching Strategies

Design Worksheet template

Measuring Active Learning II Detailed Techniques

To download these resources, see below as each is available in an individual post. These files are also available in the Resources section in the video module (via a button at the upper right corner).

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Remote participant access:

Register for Zoom Link

Meeting ID: 921 5434 4440

Passcode: 532443

Agenda for the Virtual Session

1. Review PLHET.

2. Review CFE Exemplars.

3. Discuss PHLET submissions in breakout rooms.

4. Next steps - Think about how you would write MCQs based on the learning objectives, assessments, and session design.

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Classroom Assessment Techniques:

GWU Instructional Core: CATS Guide

Vanderbilt Center for Teaching: CATS

U. of Kentucky: 50 CATS

IA State: Quick strategies to check student learning in class.

K Patricia Cross Academy: Video Library of CATS techniques.

For additional information, please consult the Angelo and Cross book, which is available from Gelman

Summary of Angelo and Cross

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Learning Objectives and Teaching Strategies

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Learning Objectives and Teaching Strategies

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After completing the video, you should have saved a PDF copy of your answers. If you did not save your answers, you can fill out the attached design worksheet. You can use your learning objectives and assessments used in the last two modules to help you plan your teaching session.

Bring a copy of your session design to the live session to discuss it in breakout rooms

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Designing Instruction 2025 recording.mp4 | Powered by Box

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Teaching Essentials Series - Designing Instruction Post-Session Survey

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Teaching Essentials Series - Designing Instruction Post-Session Survey

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Teaching Essentials Series - Designing Instruction Post-Session Survey

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Teaching Essentials Series - Designing Instruction Post-Session Survey

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Welcome to the module on Writing Effective Multiple Choice Questions!

This topic is one that is challenging for many educators, both novice and experienced.  For this module, we will be using materials from the National Board of Medical Examiners (NBME), as well as other resources that we find useful.  While some of the contents of these resources skew toward clinical scenarios and questions, we feel that the concepts apply to all types of questions.

This session has 2 major components:

1. View interactive module: NBME Item Writing Tutorial (45 minutes)

2. Attend live online session (via Zoom)

Please note that because this session will be working on questions that are/will be in actual examinations, the privacy and security of those questions is of the utmost importance.  Do not share the questions with anyone outside of this session, and do not print and/or leave them somewhere that they could be seen by others.

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By the end of this workshop, you should be able to:

1. Recognize most common errors in components of MCQ design.

2. Apply best practices in construction of multiple choice questions for examination.

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The pre-work for this module is from the National Board of Medical Examiners.  Please complete the interactive module linked below.   Specifically, focus on sections 1-3, with 4 as optional for those writing clinical vignette style questions. The full module takes approximately 45 minutes to complete.

Interactive Module: Item Writing Tutorial

Printable version of slides from the tutorial

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Remote participant access:

Register for Zoom Link

Meeting ID: 921 5434 4440

Passcode: 532443

Agenda for the Virtual Session

1. Review best practices in writing MCQs.

2. Evaluate sample MCQs

3. Next steps - Think about how you can improve your MCQs for a future session.

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Guidelines for the use of race, ethnicity and other cultural groups when teaching in the medical curriculum.

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Recording of Harnessing GenAI to Create MCQs and Clinical Cases with Dr. Kirsten Brown

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Recording of Harnessing GenAI to Create MCQs and Clinical Cases with Dr. Kirsten Brown

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Recording of Harnessing GenAI to Create MCQs and Clinical Cases with Dr. Kirsten Brown.mp4 | Powered by Box

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The following resources are available here:

Using genAI to create MCQs Slides

genAI Prompts

Reference articles

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Writing Effective MCQs Recording 11.17.25.mp4 | Powered by Box

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Session Resource- USMLE Physician Task Competencies

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Session Resource- USMLE Physician Task Competencies

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Please complete this post-session survey.

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Teaching Essentials Series - Writing Multiple Choice Questions Post-Session Survey

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Teaching Essentials Series - Writing Multiple Choice Questions Post-Session Survey

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Welcome to the module on Balancing Teaching, Research, and Service!

If you have faced this challenge, you are not alone!  While finding balance may be difficult, this module will hopefully provide you with some tips and perspective that will help you find ways to incorporate both teaching and research into your work.

This module will be a little bit different than previous modules, in that there is not a recorded video.  Instead, there is a brief article.  As an assignment, we are asking you to vote on a pre-selected question for our panelists.

Module Components:

1. Read articles

2. Vote on a pre-selected question for our panelists

3. Attend live session via Zoom

4. Submit survey/evaluation

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Balancing Teaching, Research, and Service

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By the end of this workshop, you should be able to:

1. Identify ways to balance teaching, research, and service in their own careers.

2. Describe ways one's research, teaching, and service can be connected.

3. Recognize resources and supports available to health professions education academics.

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Prior to attending the live session, please read the following 2 articles:

1. Top 10 Tips for Balancing your Teaching and Research - click on the image above to open and download the article.

2. Ten Simple Rules To Combine Teaching and Research - this is a web-based article that opens in a new window/tab

3. Reflections on an Academic Career - a web article and opens in a new tab/window

After you have reviewed these articles, please vote for at least one question for the panelists that you would like them to answer. Vote on the questions below.

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Remote participant access:

Register for Zoom Link

Meeting ID: 921 5434 4440

Passcode: 532443

Agenda for the Virtual Session

This session will be a panel discussion with experienced faculty from SMHS.  Each will share briefly about their research, teaching, and service responsibilities, as well as some of their thoughts on balancing the three.  The session will then open up to be a discussion with your questions.

Session panelists:

Paige McDonald, EdD, MA

Vice Chair

Associate Professor with Tenure

Director of Academic Programs, PhD in THS

The Department of Clinical Research and Leadership

Manjari Dimri, MD, MA Ed & HD

Associate Professor

MD Program, Foundations Block Co-Director and Biochemistry/Genetics/Nutrition Discipline Lead

Department of Biochemistry and Molecular Medicine

Amir A. Afkhami, MD, Ph.D., DFAPA
Professor & Vice Chair for Clinical Affairs

Director of Medical Student Education

Department of Psychiatry & Behavioral Health

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Balancing Teaching, Research and Service 2025 Recording.mp4 | Powered by Box

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Post-Session Survey - Balancing Teaching, Research, and Service

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Post-Session Survey - Balancing Teaching, Research, and Service

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Please complete this post-session survey.

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Teaching Essentials Series - Balancing Teaching, Research, and Service Post-Session Survey

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Teaching Essentials Series - Balancing Teaching, Research, and Service Post-Session Survey

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Welcome to the session on Learning Objectives!

This session will introduce participants to Learning Objectives and will provide context for why we need learning objectives, as well as how to write and use them well.

This session has five major components:

1. Pre-session prep: Watch the Assessment Overview video (10 min)

2. Pre-session prep: Draft 1-2 assessments that map to Learning Objectives for a session you teach, will soon teach, or would like to teach someday.

3. Pre-session survey/quiz (completed during live session)

4. Participate in the in-person session.

5. Post-session survey/quiz.

This session is intended to give you the opportunity to practice writing and refining learning objectives, as well as to get feedback from peers, colleagues, and experts. The session will be mostly application and practice.