Graduate Courses on Teaching Skills
Biomedical scientists, along with clinical practitioners, have critical roles in training health-care students in the scientific basis of medicine and in the research progress to combat disease. Exciting educational opportunities exist for future biomedical science faculty members: new schools require more pre-clinical and clinical teachers, new educational methods provide team-teaching opportunities, and new ideas for research may spring from teaching in a clinical context. Even so, potential challenges face recruitment of future faculty. Health care and research funding challenges are impacting training programs and reducing the attraction of careers in academic medicine. Research training in molecular sciences makes spectacular progress yet often widens the gap between the reductionist lab and the integrative nature of clinical medicine. New methods of health-science teaching that blends knowledge and application into different formats improves clinician training yet makes it more difficult to integrate biomedical graduate students into professional curriculum courses. New educational approaches require scientists and clinicians alike to be trained to teach in different ways from how they learned. This series of webcast seminars will address different approaches to facing some of these opportunities and challenges and will include sessions on developing and improving observational skills in small group teaching sessions and preceptorships, giving and receiving feedback, and descriptions of specific university and organizational programs that assist graduate students in developing teaching skills for health-science courses and integrative programs.
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.
DMU faculty and staff.
Rob Carroll, PhD
Robert G. Carroll earned his PhD 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.
Michael Parmely, PhD
Dr. Parmely has been involved in medical education since joining the University of Kansas Faculty in 1977. He directed the microbiology and immunology preclinical courses in the medical school for over 10 years and has received numerous teaching awards, including the Ruth Bohan Teaching Professor and Chancellor’s Distinguished Teaching awards. His research deals with immune responses to the intracellular bacterial pathogen Francisella tularensis. As chair of the Department of Microbiology, Molecular Genetics and Immunology, Dr. Parmely has recently begun responding to the professional needs of graduate students, postdoctoral fellows and junior faculty in the area of teaching in higher education by developing course work addressing these skills.
- 1.00 CE Contact Hour(s)