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| Programs and Resources for your Professional Development - May 2024
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In This Issue of the CFE Newsletter
- Help us Improve Faculty Development - Fill Out Our Quick Survey Today!
- Clara Bliss Hinds Society RSVP for the 3rd Annual Event: Trailblazing Women in Academic Medicine
- SMHS CFE Academy of Education Scholars Upcoming Sessions
CFE May Staff Spotlight - Tom Harrod
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Faculty in the News: AMA podcast on Culturally Responsive Communication
Faculty Focused Resources:
- CFE Faculty Education Technology Support Office Hours
- Book Synopsis, Part 3: Pedagogical Tips from the book “Small Teaching Everyday Lessons from the Science of Learning”, 2nd Edition by James M. Lang.
- AAMC IDEAS Webinars - Developing the Next Generation of Physicians as Policy Advocates to Advance Health Equity
- Accessibility Awareness Month of May - Empowering Tomorrow’s Leaders: Medical Students and Residents with Disabilities (IDEAS) webinar resources for faculty
- National Center for Faculty Development and Diversity (NCFDD) - Free resource for faculty
**Some of the information in this newsletter may not show in full, please select "View entire message" at the end of the email to view the full newsletter**
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CFE Needs Assessment Survey
As part of our continuous effort to improve the faculty development programming at our academic medical enterprise, we kindly request your participation in a brief survey. The purpose of this survey is to assess current faculty development needs and identify areas for improvement.
Your input and feedback are invaluable to us, and your thoughtful and honest responses will play a crucial role in shaping our faculty development programs to better meet your needs and expectations.
The survey will take approximately 5-10 minutes to complete, and your participation is voluntary. Your responses will be anonymous, and the results will only be reported in aggregate.
We appreciate your time and effort in completing this survey. Your participation significantly contributes to the growth and success of our faculty development programs.
If you have any questions or concerns, please do not hesitate to contact us at cfe@gwu.edu.
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Clara Bliss Hinds Society 3rd Annual Event: Trailblazing Women in Academic Medicine
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CFE Academy of Education Scholars Upcoming Events
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Speaker Series “Pedagogies of Love and (Epistemologic!) Promiscuity in Graduate Medical Education” - June 11th, 2024 (12:00-1:00 pm) from Dr. Saleem Razack, MD, UBC. This session is virtual. For more information, view the full flyer here and register for the session.
All of our Academy of Education Scholars events are listed on our website. If you’d like to lead an Academy session, please contact Zareen (zzaidi@gwu.edu) or Tony (aartino@gwu.edu).
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CFE May Staff Spotlight - Tom Harrod
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Join the CFE as we highlight Tom Harrod, MLS, MS, Associate Director for Reference, Instruction, and Access at the Himmelfarb Health Sciences Library. Tom shares his journey to GWU as a librarian and his many roles at GWSMHS, including serving as a librarian instructor (LI) for the preclinical Practice of Medicine (POM) courses. He also shares his favorite resources for researchers including the Health Sciences Research Commons, an online scholarly repository. Read the full interview here.
Do you know of a GW faculty or staff member who demonstrates excellence in supporting teaching & learning, career development, leadership development, or educational research? Please complete this brief form to tell us more about it.
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AMA podcast on Culturally Responsive Communication
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In the latest episode of the AMA Prioritizing Equity series, an expert panel including GW SMHS faculty Drs. Maranda Ward, Chavon Onumah, and Lalit Nayaran delve into the crucial role of culturally responsive communication in tackling health inequities.
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Faculty Focused Resources
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CFE Faculty Education Technology Support Office Hours
Wednesdays from 12:00 - 1:00 p.m.
Do you need help designing an educational session or using a new teaching technology? Teddy Hristov, the CFE Senior Instructional Designer, holds weekly office hours to support faculty.
These office hours are designated for discussing and practicing the best use of educational technology and pedagogical teaching/learning methods. If you have questions about completing a session design worksheet, do not hesitate to contact her.
If Wednesday at noon does not work for you, please schedule an appointment directly with Teddy: teddy.hristov@gwu.edu.
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The idea of small teaching is to implement incremental techniques persistently in every session. For example, brief 5 to 10-minute practice questions in a session can have a long-lasting educational effect. Classroom communication and instructional tweaks are opportunities for small teaching and they can make big changes in the course learning outcomes.
The author partitioned the book into three sections: Knowledge, Understanding, and Inspiration. The Inspiration part is about motivation, inspiration, and expansion. Its focus is on attitudes and learning habits. The writer discusses motivation via, emotional and social connection and teachers' benchmarks to transcend students’ purpose for learning.
Teaching and feedback practices influence students' learning attitudes and habits. Suppose learners have failed at doing a task more than once, so it affects their belief that they can also succeed in your class. Cognitive principles in course design and classroom practices may not help, says the author. He gives examples of inspiration to motivate students and thus help them succeed in learning in everyday classroom practices.
- Teachers can show positive emotions to influence their students' feelings toward the subject matter, learning experience, and goals. Faculty motivation affects students' motivation in a way that their peer-to-peer motivation multiplies exponentially in either a positive or negative direction.
Faculty could better connect with their learners by working with them in short segments via worked examples and case studies as group activities. Studies show that when students are praised for their efforts this affects their attitude toward learning positively.
To keep motivating them to persist in small steps practice with shared challenges and personal attention. If the teacher pays close attention to each student and takes the time to connect with them individually, students notice and appreciate the personal connection in the learning process. This affects their performance and inspires them to continue with their studies more diligently.
Another way to show emotions and connect with students is via stories. Storytelling is a mnemonic technique that as a social activity in a group can elicit emotional anchoring and help learners remember facts more easily. It also connects the faculty with students as the story captures their attention. Case studies are an excellent way of storytelling to contextualize learning and make it applicable to real-life situations.
Another way is to “infuse learning with a sense of purpose, and especially self-transcendent purpose.” The idea is based on research data which shows that not all purposes are equal and those that are most powerful are those that make students feel that their learning makes the world a better place. Ways to remind students of the larger purpose of their learning could be placed in the syllabus, individual assignments, in the opening and closing minutes in class, and on the real or virtual board.
Faculty could include language that lists the skills required for learners to improve their immediate work and life surroundings upon successful application of their studies. By addressing the “why” and connecting the dots between the purposes behind different learning activities, faculty can help students realize the bigger vision for their work in or outside of class.
A third big way to inspire students is to “share your enthusiasm”. Those who care about the material and those who don’t are equally appreciative of the faculty commitment and demonstrated joy. [Students' feedback always includes this notice of how teachers are passionate about their teaching at SMHS.] Not only their passion but also the compassion of faculty toward students' attitudes about the subject matter also influence students' motivation to learn. This is an opportunity to connect on a personal level.
As previously indicated mindset does influence academic performance. If later assessments are weighed more based on students' applied effort and students are allowed to revise their submissions when appropriate, the growth of their learning will be enhanced. These opportunities allow for more feedback and for students to learn how to learn along the way.
- Examples of personal failures and setbacks could be useful to show students how they were overcome. Or, as the writer puts it, approach your teaching by fostering students' minds for growth via assignment design, speaking to students with growth language regarding their learning efforts and progress in the know-how, and providing feedback for growth to enhance learners' analytical and critical thinking and self-evaluation.
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The AAMC IDEAS Learning Webinars are free resources for registered members. AAMC membership is also free. The IDEAS Learning Webinars are led by experts to provide "comprehensive, reliable information." These educational series are helpful to health and medical faculty, staff, and students who want to be proactive in their efforts to foster inclusive environments and promote equity in medical schools. The Inclusion, Diversity, Equity, and Anti-racism Series page outlines all recorded webinars, upcoming sessions, and additional resources.
Accessibility Awareness Month of May - Empowering Tomorrow’s Leaders: Medical Students and Residents with Disabilities (IDEAS) webinar is the final webinar in a four-part series “on disability inclusion and representation in academic medicine. Medical students and residents with disabilities play crucial roles as future leaders in healthcare, driving efforts to promote health equity and enhance the presence of physicians with disabilities.
In this webinar, learners with disabilities discuss their experiences applying to and entering medical school and residency, ways they have found support and mentorship at their institutions, challenges they have faced on their journeys, and their work and leadership enhancing genuine disability access and inclusion in medicine.”
Accessibility Resource List - This is a list of information hubs, associations, schools, and communities that provide support, education, and training for and about doctors with disabilities.
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National Center for Faculty Development and Diversity
The George Washington University is an Institutional Member of the National Center for Faculty Development and Diversity (NCFDD). The NCFDD is an independent faculty development center dedicated to supporting academics in successful career transitions. For more information and to activate your free personal NCFDD membership, click on this link.
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