CONTEST

Tips for Teaching in the UBC Distributed Medical Education Program

The UBC Office of Faculty Development is pleased to announce the opening of a contest on “Tips for Teaching in the UBC Distributed Medical Education Program”.

Send us a tip based on your teaching experience (undergraduate or postgraduate) in the UBC distributed medical education program and you may be one of twelve winners of a brand new Apple 8GB 5^th generation iPod Nano. The contest is open for all faculty members and postgraduate residents in the UBC Faculty of Medicine. Each person may enter as many times as desired.

Submission is now OPEN, so get your work ready and send it to fac.dev@ubc.ca.

Please read the contest details carefully before submitting your tips. And be sure to browse our website www.facdev.med.ubc.ca for contest updates. Contest winners will be announced at the Medical Education Monthly Rounds Wednesday April 7^th, 2010 12:00 – 13:00 in the Diamond Health Care Centre – 2^nd Floor, Rm2264.

Contest Details

Submission deadline: Sunday February 28^th, 2010. All submissions must be submitted directly to: fac.dev@ubc.ca.

Submitted content must be formatted into one of the following file formats: word doc, pdf, email text. Each submitted teaching tip should include a heading (no longer than 25 words) and a brief description of the teaching tip (no longer than 200 words). If desired, up to a maximum of two references may be cited per submission. An example on another unrelated topic follows:

Ensure Adequate Time for Teaching and Learning A common pitfall when teaching continuous quality improvement (CQI) is not providing adequate protected time. We therefore decided to deliver the curriculum longitudinally over 15 months (that is, we start teaching CQI theory in September and October during first year residency, and residents conduct their projects until November in second year residency). We set aside protected time (2 full academic half days, plus 1 hour per week subsequently during academic half days the rest of the time) when residents are excused from clinical duties to partake in CQI activities. While educational programs would want this, we have to remember that CQI should become part of the culture and therefore integrate with regular clinical activities. For this reason, in some institutions, the CQI curriculum is delivered over a clinical rotation block [1]. This arrangement helps to emphasize that CQI is not something that one does only when one has extra time. Reference: 1. Ogrinc G, Headrick LA, Morrison LJ, Foster T. Teaching and assessing resident competence in practice-based learning and improvement. J Gen Intern Med 2004; 19: 496-500.

By submitting your work to this contest, you agree that the content is your own original work and that it does not violate or infringe in any way the rights of any third party, including copyright and trademark rights. You agree to hold the UBC Office of Faculty Development, its staff, harmless from and against any and all claims, damages, liabilities, costs and expenses resulting from the use of the content.

There is no guarantee that the UBC Office of Faculty Development will use your content. By submitting it, however, you grant the UBC Office of Faculty Development a worldwide, non-exclusive, perpetual and transferable license to use the content at our discretion. The UBC Office of Faculty Development shall have the right to use, display, transmit, or modify the content in any manner, including combining it with other content to create compilations. The UBC Office of Faculty Development may submit your content to academic conferences and/or publications for broader dissemination. In the event that your content is selected, you agree to execute any additional documents that the UBC Office of Faculty Development may require within ten days of such request.

By submitting content to the UBC Office of Faculty Development, contestants agree to our terms of use. The intellectual property contained in the tips will remain the property of the individuals who submit them.