A medical futurists talks about 5 ways to prepare the doctors of the future - today

Not only does Dr. Bertalan Meskó write about it, he is already doing it. Fascinating ideas that can be implemented today.

Curriculum overflowing? Perhaps it is time to reconsider what you are teaching and why.

Dr. Richard Felder has published a great little article entitled, "Why are you teaching that?" In it, he proposes a few questions to help identify candidates for cutting and offers suggested alternatives to better help students "understand fundamental concepts at a deeper level, think creatively and critically and globally, and gain new knowledge and skills." I highly recommend this one.

Good advice on implementing a hybrid course

Hybrid courses combine face-to-face classroom instruction with online learning. The University of Wisconsin - Milwaukee offers good advice and testimonials about why and how you might consider and implement a hybrid course. Advice for faculty and advantages and challenges are summarized. Much of this advice applies to the flipped classroom.

60 Non-Threatening Formative Assessment Techniques

Students deserve good and frequent formative assessment. Hopefully, they will learn to do it themselves as they progress toward lifelong learning. The folks at te@chthought.com have compiled a list of 60 Non-Threatening Formative Assessment Techniques you can use in your classes.

How to give feedback to medical students

Good and succinct summary at this link.

What you can learn from a high school teacher who learned by doing what she asks her students to do (and how you can apply it to your medical teaching)

This teacher confessed that she "waited fourteen years to do something that I should have done my first year of teaching: shadow a student." What did she learn? Probably some of the same things we could learn. For example, she found that students spent 90% of their time "sitting passively and listening". Furthermore, "It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it." My bet is that medical educators could learn similar lessons about our own students' experiences that could help us improve the way we teach. Read the article here.

Student Course Evaluations Get An 'F'

This insightful article from nprEd reviews the problems with student evaluations of course faculty.

"Expert != Teacher"

I ran across this quote by Andy Hunt in his entertaining and enlightening book, Pragmatic Thinking & Learning: Refactor your Wetware:

"Experts aren't always the best teachers. Teaching is an expertise in its own right; just because you are expert in some subject is no guarantee that you can teach it to others. Also, given the phenomenon that experts are often unable to articulate why they reached a particular decision, you may find that someone at a competent level might be in a better position to teach a novice than an expert would be."

Do you agree?

"101 things I have learned so far in teaching."

Terry Heick, in his blog te@chthought, has compiled a marvelous list of lessons he has learned (so far) about teaching. I would strongly recommend this insightful advice to classroom or clinical teachers at all levels.

National Center for Case Study Teaching in Science

The mission of the National Center for Case Study Teaching in Science is to promote the nationwide application of active learning techniques to the teaching of science, with a particular emphasis on case studies and problem-based learning. The site hosts over 500 peer-reviewed case studies (some of which are applicable to medical basic sciences) and links to resources of interest to those teaching in flipped and other interactive formats.