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Sharing Teaching Practices [clear filter]
Thursday, December 10

11:00am EST

Teaching Squares: Building Community One Square at a Time
The Teaching Squares program is designed to improve teaching skills and build community through a nonthreatening process of classroom observation and shared reflection. The process involves the best aspect of peer evaluation — observation and discussion — while excluding judgment and evaluation. Participants in a square learn about the best practices of other faculty in order to improve their own teaching.This study was undertaken to investigate whether a peer-based educational development program (Teaching Squares) involving classroom observation, analysis, reflection and discussion can shift instructors towards more student-focused approaches to teaching.  Teaching Squares participants (instructors from the University of Waterloo) were asked to complete online surveys containing both quantitative and qualitative measures. The first survey was completed shortly after the final debrief meeting and the second survey will be administered after the participant’s next teaching term(this may be anywhere from 4 to 12 months later). This session will present the findings to date.

avatar for Monica Vesely

Monica Vesely

Instructional Developer, University of Waterloo
I am keenly interested in peer-based teaching development approaches such as Teaching Squares and the Instructional Skills Workshop (ISW). If you have experiences to share, questions to pose or if you would just like to exchange ideas, I would be delighted to chat with you.

Thursday December 10, 2015 11:00am - 11:30am EST
Meeting Room C

11:30am EST

The Globalization of Medical Education: Creating Partnerships to Introduce the Professional Competencies Curriculum into an Indian Medical University
This paper serves as the academic reasoning behind a research initiative aimed at translating curricular content from the Professional Competencies program at the Michael DeGroote School of Medicine into applicable and useful course material for Indian medical students at King George Medical University, Lucknow, U.P.  The globalization of medical education is resulting in an increasing value being placed on curricular content in domains such as ethics, professionalism and communication skills.  Also, Problem-Based Learning (PBL) is coming into widespread use worldwide, and is particularly useful for teaching this type of curricular material. This paper will provide the research and rationale behind the process of adapting curricular content developed at McMaster to the context of an Indian medical school, through both a literature review and an experiential case discussion.  A culturally competent approach is central to the success of an initiative like this, in order to ensure that the curricular material is relevant to the different clinical realities faced by Indian medical students.  A strong partnership between faculty at McMaster and King George Medical University is being developed, which will help to ensure that curricular elements of the ProComp program fit the context of Indian medical education system.


Palika Kohli

McMaster University
I just graduated from the Global Health Master's Program at McMaster University - I travelled to India for four months this summer, have researched the ProComp in India project for a year, and helped set up stage two of the project at King George's Medical University in Lucknow, Uttar... Read More →

Karen Trollope-Kumar

McMaster University

Thursday December 10, 2015 11:30am - 12:00pm EST
Meeting Room C