Lets show what we actually teach with and assess on. The full range, breadth and depth. Lets make teaching visible, and accessible. Widely.
"You seem to have an evidenced based curriculum design, and programmatic assessment strategy ... Now show what you actually teach with ... and assess on ... The full range, breadth and depth." This is a challenge I have been making to participants at our faculty development eLearning/technology enhanced learning courses and workshops held under the auspices of the Medical Education Unit, Yong Loo Lin School of Medicine, here in Singapore over the last 3 years.
Case-based teaching is used in undergraduate health professions education, and even more so in postgraduate education and training. This is presented invariably in digital format, via slide-deck presentations, increasingly augmented with multimedia and interactive exercises.
Why are we not systematically indexing, and selectively hyperlinking elements from our teaching activities? When done systematically, regularly, prospectively, with deliberate intent, at departmental and unit levels, this effort leads to the creation of a digital knowledge or teaching repository, of educational content that is customised, and localised; with great potential for broader use, and re-use.
We need not get hung up over the specific terms and categories we use for the initial index. This can be revised as often as we require. With a digital index, users can customised this index into themes and categories that make sense, and are usable to their own cohort of educators, and students; as often as required.
Regarding the content of the (e)Repository, focus on providing access not only to whole presentations and courses, but more importantly to the "basic ingredients" used to create the teaching content. Similar to preparing a restaurant menu, the digital (e)Repository not only highlights what is on offer, but can also show a visual representation of the dishes, and go further, by providing the recipes, and access to the ingredients. This allows other educators, and students to customise the teaching and learning experience.
Imagine a similar process with a clinical case presentation. The thematic / anonymised clinical scenario; selected investigations, the focused literature review on the latest, or most significant publications and treatment guidelines for a particular clinical problem, the take home and practice points and tips; these can all be used, re-used, and highlighted in many educational settings, for both systematic scheduled, and just in time workplace review and micro-learning opportunities.
As clinical educators, we develop subspecialty experience, and expertise in our own areas of clinical focus. Sharing elements of our teaching content makes it not only available for peer review and critique, but also allows others to work with, and build on our clinical and educational experience. This embodies the spirit and ethos of academic scholarship. In education and teaching.
Lets make teaching visible, and accessible. Widely.
Other MedEdWorld Reflections:
http://mededworld.org/reflections/reflection-items/September-2013/(e)Learning.aspx [on (e)Learning]
http://mededworld.org/reflections/reflection-items/March-2014/(e)Posters.aspx [on (e)Posters]