Active learning techniques teachers can use to engage students individually, in pairs, or small groups, and prompt students to talk through their thinking.
This article, written by Dr. Stephen Yelon, Professor Emeritus at Michigan State University, discusses how to incorporate practice in and around a lecture based on effective and efficient practice principles.
Small Group Learning
This handout provides a checklist of using small groups as a learning activity for medical school and residency faculty.
This document presents medical students' perceptions of effective small group learning.
This article, published in Medical Teacher by Stacey Pylman, PhD and Amy Ward, MEd, reviewed literature on questioning in medical education settings and summarized 12 tips for clinical educators to plan for, enact, and assess questioning strategies.
This document, designed by faculty in CHM, depicts a particular model for giving corrective feedback: Reflect, Correct, and Perfect.
This article, published in Medical Teacher, reviewed literature on feedback in clinical settings and summarized 12 tips for clinical educators to provide effective feedback to medical trainees.
This article discussed barriers to giving feedback and provided specific principles of effective feedback and feedback techniques.
This flow chart, developed by faculty members in CHM, described the tool for guiding preceptors to ask three questions on differential diagnosis, interview, and exam.
This website provides some practical strategies that teachers can use to implement meaningful self-assessment into their curriculum.
This article provides an assessment toolkit including multiple strategies to use self-assessment and some practical applications.
This article introduces flipped classroom as a pedagogical model from its definition, theoretical background, reasons for adopting flipped classroom, and tips for pre- and in-class learning. This article also presents the results of a systematic review on flipped classroom and medical education.