Graduate Courses on Teaching Skills
Providing the next generation of medical educators with the knowledge, skills and attitudes that characterize successful medical educators requires a purposeful, systematic approach. This webinar will compare two such programs organized as graduate courses. Microbiology 805 at the University of Kansas Medical Center was developed by Michael Parmely in response to requests from graduate students in the PhD program. The course is organized around the principles of student-centered learning and each of the 15 sessions illustrates the prevailing theories and good teaching practices with students doing and reflecting on what they have done. In contrast, the American Physiological Society has developed a course “Becoming and Effective Teacher” as part of its Professional Skills Training program. This course blends an on-line component with a 5 day residential experience that allows the participants to develop skills as and modeling being an effective teacher. This blended approach allows a critical mass of interested students to develop a supportive peer group of committed educators. Incorporating formal educational training into Doctoral graduate programs enhances the skills of our graduates, and increases their competitiveness in the job market.
Michael J. Parmely, PhD, Chair, Department of Microbiology, Molecular Genetics and Immunology, University of Kansas Medical Center. 913-588-7053 email@example.com
Robert G. Carroll earned his Ph.D. in Physiology at the University of Medicine and Dentistry of New Jersey-Newark in 1981, and following a 3 year post-doc at University of Mississippi Medical Center in Jackson, he moved to East Carolina University in 1984 as an Assistant Professor of Physiology. He is currently Professor of Physiology at the Brody School of Medicine at East Carolina University, and currently serves as the Interim Associate Dean for Medical Education.
Rob’s dissertation examined blood pressure regulation in sharks, and over the past 30 years he published 48 manuscripts on bench research, two books and another 11 manuscripts on educational research. Rob currently chairs the Education Committee of the International Union of Physiological Sciences. He was editor of the journal “Advances in Physiology Education” from 2008-2013. He has received numerous awards, including the Arthur C. Guyton Physiology Educator of the Year from the American Physiological Society in 2004, the Master Educator Award by the International Association of Medical Science Educators in 2013 and the 2014 Claude Bernard Distinguished Lectureship of the Teaching Section of the American Physiological Society.