We continue to look at key roles in Curriculum Renewal. Today Katherine Wisener, Associate Director, Faculty Development and Sharon Doucet, Instructional Designer, Faculty Development share the details of their roles.
Katherine and Sharon from the Faculty Development Office create resources to support the faculty in the transition to the renewed curriculum. The resources are developed in partnership with regional Faculty Development teams, and in consultation and collaboration with course leads, pillar leads, clinical skills leads, tutors, preceptors, coaches, advisors, and instructors.
Below is a list of some of the resources produced by the Faculty Development Team for the first two years of Curriculum Renewal.
Faculty Development Resources for Curriculum
- Case-Based Learning (CBL) Tutor Training Module for New and Experienced Tutors
- Guide & Handout Templates for Improving Lecture Quality
- MEDD 419 & MEDD 429 Module for Advisors and Assessors
Faculty Development Resources for Assessment
- Clinical Skills Tutor Memo for Workplace-Based Assessment
- Family Practice Preceptor Module for Workplace-Based Assessment (WBA)
- Workplace-Based Assessment (WBA) Module for New and Experienced CBL Tutors
- MEDD 411, 412, 421 Portfolio Coach Module & Faculty Development Workshops
- Question Writing Guide for Multiple Choice Questions (MCQs)
- Videos to support in-person Formative OSCE workshops
The role of the Faculty Development Team reaches across the regional sites to support programmatic needs, and Regional Faculty Development teams provide additional, in-person support for faculty at their sites.
Read more about the Faculty Development team involved with supporting Curriculum Renewal.
Sharon Doucet and Katherine Wisener.
What is the most interesting aspect about working in Faculty Development? The wonderful people we get to work with who have a genuine passion for medical education. We get to dive into the intricacies of the renewed curriculum, the new pedagogies and the new assessment methods and then go back to our office and puzzle out how to most effectively train and support faculty across the distributed medical program. There’s never a dull moment.
Where are you located? We are located at the Diamond Health Care Centre in Vancouver, BC.
Working in Faculty Development, who do you interact with? Our friend list is large and still growing! We work closely with our faculty development site directors and distributed faculty development leads, course directors, assessment pillar leads, course managers, communication and change managers, Med IT, Faculty who have roles as tutors, coaches, advisors, assessors and last but definitely not least, medical students. For every initiative, we try to find a ‘content expert’ so that we can ensure our Faculty Development resources are targeted to the specific and timely needs of faculty and students.
Highlights of the role: What do you enjoy most about working in Faculty Development? The most enjoyable part of working in Faculty Development is that we get to support the many amazing medical educators at UBC as they prepare our medical students for their role in the health professions.
What are you working on now? Currently, we are wrapping up faculty development materials to support Year 2 curriculum & assessment and are gearing up for identifying our priorities to support Year 3. We also have several exciting new initiatives, including developing an approach to improving lecture quality in the MDUP by integrating evidence-based approaches of improving student learning.
Have you discovered anything surprising about the role or something you did not expect? One surprise we have had in our role is that the boundaries of Faculty Development are difficult to define, especially during a large organizational change like Curriculum Renewal. Since our Faculty Development resources are often the first materials sent to faculty, they also include orientation information and an evaluation form. The evaluation is so we can receive feedback on both the quality of materials provided and get a sense of the faculty members’ confidence in their role. The information we receive is fed directly back into improving our resources and sent to the appropriate course/assessment leads to plan for additional training needs.