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Faculty Resources

Information Technology Services | Getting Started for Faculty

MEdTech | Educational Technology houses a Knowledge Base within their Support Site. This will provide you with resources and information on the use of EdTech. 

Faculty and Regional Preceptors | Getting Started in MEdTech Central (includes NetID tutorial).

Faculty Orientation Video Series | A video series created by University Affairs on Surviving the Transition from Grad Student to New Faculty Member can be found here.

Undergraduate Medical Education | UGME houses a variety of resources for UGME Faculty (please note you need a MEdTech login to access these resouces): Medical Student Supervisors: Roles and Responsibilities & Faculty Resources Webpage
Consults are available with Educational Developers. Please contact the UGME Educational Team at to arrange a time.

Nursing Faculty Faculty Handbook | A Faculty Handbook can accessed through a secure site, please contact

Rehab Faculty Orientation Manual | An Orientation Handbook is available for Term Adjuncts, to request a copy please contact

The University of British Columbia | Teaching Resources

Centre for Teaching and Learning

In addition to their regular services (e.g., department retreats, course planning), the CTL offers a variety of programs for Faculty ranging from Course Design to preparing a Teaching Dossier. The School hosts regular workshops and events, provides resources, and webinars and powerpoints for those supervising graduate students.

Bracken Health Sciences Library

This Health Sciences page presents guides to various subjects with links to books, journals, websites and other relevant resources.  Below the subject guides you will see guides for specific purposes such as Evidence-Based practice, Mobile apps, and Multimedia resources. You may find helpful the guides for research and writing such as Citation management, Research data management and the new Systematic reviews guide. Librarians and staff are here to help you, in person or virtually.

Human Resources

Over 80 regular offerings on topics such as Principles of Project Management, Helping people work more effectively in teams, Social Media, Emotional Intelligence. For more in-house workshops, Learning and Development will deliver customized workshops, courses and training. And even more, a variety of Certificate Programs (e.g. International Perspectives, Workplace Communication) are also available.

Queen’s Family Medicine Faculty Development

Check the website for upcoming events and a variety of resources linked by Objectives.

Online Modules:

One Minute Preceptor

Providing Effective Feedback

Teaching Procedural Skills

Time-Efficient Precepting

Useful Links:

Faculty Development Needs of Ontario Rural Physician Preceptors Report
July 2006
 (4.4MB) , Dr. Danielle Blouin, Director, Continuing Professional Development, Faculty Development and Dr. Elaine Van Melle, Director, Office of Health Sciences Education. 

Queen's Centre for Teaching and Learning

The University of British Columbia

Suggested Reading

If you are interested in reading material on Teaching may we suggest the following:

Kern DE, Thomas PA, Howard DM, Bass EB: Curriculum Development – A Six-Step Approach. Baltimore: Johns Hopkins Press, 1998.

Farquharson A: Teaching in Practice. John Wiley & Sons, 1995.

Barer-Stein T, Draper J: The Craft of Teaching Adults. Culture Concepts, 1993.

Palmer PJ: The Courage to Teach: Exploring the Inner Landscape of a TeacherÕs Life. San Francisco: Jossey-Bass, 1998.

Finkel DL: Teaching with Your Mouth Shut. Porsmouth, NH: Heinemann, 2000.

Peyton JWR (editor): Teaching and Learning Medical Practice. Manticore Publishers, 1998.

Whitman N: Creative Medical Teaching. Salt Lake City: University of Utah, 1990.

Mohanna K. Wall D, Chambers R: Teaching Made Easy – a manual for Health Professionals 2nd edition. Abingdon, OXON: Radcliffe, 2004

Dent JA, Harden RM (editors): A Practical Guide for Medical Teachers, 2nd edition. Elsevier, 2005.

Office for Faculty Development: Teaching Skills for Community Based Preceptors. 2005.

McGaghie WC, Frey JJ: Handbook for the Academic Physician. Springer-Verlag, 1986.

Bland CJ, et al: Successful Faculty in Academic Medicine: Essential Skills and how to Acquire Them. Springer, 1990.  

General Texts in Higher Education

McKeachie WJ, Svinicki M: McKeachieÕs Teaching Tips – Strategies, Research and Theory for College and University Teacher, 12th edition. Boston: Houghton Mifflin Co., 2006.

Schšn: Educating the Reflective Practitioner – Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass, 1987.

Wright Wa, et al: Teaching Improvement Practices – Successful Strategies for Higher Education. Bolton, MA: Anker publishing, 1995.

Menges RJ, Mathis BC: Key Resources on Teaching, Learning, Curriculum and Faculty Development. San Francisco: Jossey-Bass, 1988.

Pratt DD, et al: Five Perspectives on Teaching in Adult and Higher Education. Malabar, Florida: Krieger publishing, 1998.

Westberg J, Jason H: Fostering Reflection and providing Feedback – Helping Others Learn from Experience. New York: Springer Publishing, 2001.

Norman GR, can der Vleuten CPM, Newble DI (editors): International Handbook of Research in Medical Education. (two volumes) Boston: Kluwer Academic Publishers, 2002.

Medical Education

Westberg J and Jason H: Collaborative Clinical Education – the Foundation of Effective Health Care. New York: Springer Publishing Co., 1993.

Hudson A, Watson D (editors): The Clinical Teaching Handbook. The Ohio University College of Medicine and Public Health, B103 Graves Hall, 333 West Tenth Ave., Columbus, Ohio, 43210.

Dent JA, Harden RM: A Practical Guide for Medical Teachers, 2nd edition. Edinburgh: Churchill Livingstone, 2005.

Hartley S, Gill D, Walters K, Carter F, Bryant P: Teaching Medical Students in Primary and Secondary Care - A Resource Book. Oxford: Oxford University Press, 2003.

Newble D and Cannon R: A Handbook for Medical Teachers, 4th edition. Boston: Kluwer Academic Publishers, 2001.

Amin Z, Eng KH: Basics in Medical Education. New Jersey: World Scientific, 2003.

Stewart MA, Brown JB, Weston WW, McWhinney IR, McWilliam CL, Freeman TR: Patient-Centred Medicine – Transforming the Clinical Method, 2nd edition. Abingdon, Oxon: Radcliffe Press, 2003.

Quirk ME: How to Learn and How to Teach in Medical School – A Learner-Centered Approach. Springfield, Illinois: Charles C. Thomas, 1994.

Neighbour R: The Inner Apprentice – An Awareness-Centred Approach to Vocational Training for General Practice, 2nd edition. Oxford: Radcliffe Publishing, 2005.

Neighbour R: The Inner Consultation – How to Develop an Effective and Intuitive Consulting Style, 2nd edition. Oxford: Radcliffe publishing, 2005.

Havelock P, Hasler J, Flew R, McIntyre D, Schofield T, Toby J: Professional Education for General Practice. Oxford: Oxford University Press, 1995.

Tiberius: Small Group Teaching: A Troubleshooting Guide. Updated version. London: Kogan Page, 1995.

Wear D, Bickel J: Educating for Professionalism – Creating a Culture of Humanism in Medical Education. Iowa City: University of Iowa Press, 2000.

Neufeld VR, Norman GR: Assessing Clinical Competence. New York: Springer, 1985.

David DA and Fox RD: The Physician as Learner – Linking Research to Practice. Chicago: American medical Association, 1994.

Neufeld V, Khanna S, Bramble L, Simpson J: Leadership for Change in the Education of Health Professionals. Masstricht: Network of Community-Oriented Educational Institutions for Health Sciences, 1995.

Whitman N, Schwenk TL: The Physician as Teacher, 2nd edition. Salt Lake City: Whitman Associates, 1997.

Ways P, Engel JD, Finkelstein P: Clinical Clerkships – the Heat of Professionals Development. Thousand Oaks, California: Sage, 2000.

Distlehorst LH, Dunnington GL, Folse JR(editors): Teaching and Learning in Medical and Surgical Education – Lessons Learned for the 21st Century. Mahwahm NJ: Lawrence Erlbaum Associates, 2000.
Teaching in the Ambulatory Setting

Durso SC: Teaching Ambulatory Medicine – Moving Medical Education into the Office. Baltimore: The Johns Hopkins University Press, 2002.

Deutsch, SL, Noble J: Community-Based Teaching – A guide to Developing Education Programs for Medical Students and Residents in the PractitionerÕs Office. Philadelphia: American College of Physicians, 1997.

Alguire PC, DeWitt DE, Pinsky LE, Ferenchick GS: Teaching in Your Office – A Guide to Instructing Medical Students and Residents. Philadelphia: American College of Physicians, 1998.

Paulman PM, Susman JL, Abboud CA (editors): Precepting Medical Students in the Office. Baltimore: The Johns Hopkins University Press, 2000.

Rubenstein W, Talbot Y: Medical Teaching in Ambulatory Care, 2nd edition. New York: Springer Publishing, 2003.

Rogers JD, Corboy JE, Huang WY, Monteiro FM: Task-Oriented Processed in Care (TOPIC) Model in Ambulatory Care. New York: Springer Publishing, 2004.

Whitehouse C, Roland M, Campion P: Teaching Medicine in the Community – a Guide for Undergraduate Education. Oxford: Oxford University Press, 1997.

CBME Faculty Development Modules - Just-in-Time Modules

CBME: Assessment Practice Guidelines for Clinical Teachers CBME: Assessment Practice Guidelines for Clinical Teachers Welcome to the Faculty Development CBME Modules. These modules are designed to support faculty during the transition to CBME in collaboration with the Office of Faculty Development and content experts from many PGME programs. 

Available Modules

Modules Coming Soon

  • Academic Advising: Tips to create a great AA meeting
  • CBME Competency Committees 
  • CBME: Assessment Practice Guidelines for Clinical Teachers  
  • Supporting Residents in Difficulty 

Modules in Development

  • Community Preceptors in a CBME-World
  • Simulation & CBME 
  • CBME in the In-Patient Setting 
  • Feedback: Best Practices 


Additional Resources

Click here to listen to the recording of the November 14, 2016 CBME Town Hall

Click here for additional Faculty Resources via Postgraduate Education


  • Compassionate Collaborative Care Module
  • Communication
    • Communication is an essential element in patient safety. The Timely Open Communication for Patient Safety (TOC) project facilitates patient safety through improved communication to help reduce the number and magnitude of patient safety incidents, oradverse events, at two critical times: admission to an institution and at discharge.
  • Conflict Management: Building Better Teams
    Many people link conflict with negative emotions and unpleasant events. As a result, conflict is typically unwelcome and perhaps unacknowledged by health care teams. Yet conflict is an unavoidable part of working closely with people and may result in detrimental effects for clients and team members when ignored or poorly managed. This module adopts a strength-based approach to thinking about and managing conflict.
  • Interprofessional Collaboration
    This module has been developed by the Office of Interprofessional Education & Practice and the South Eastern Interprofessional Collaborative Learning Environment (SEIPCLE) project to introducea common understanding and language for collaborative practice to support the development ofimproved collaboration within healthcare teams.
  • Medication Reconciliation
    This module was developed to improve the patient safety around medication.
  • The Patient Perspective
    This module has been developed by the Office of Interprofessional Education & Practice and the South Eastern Interprofessional Collaborative Learning Environment(SEIPCLE) project to provide an opportunity to enhance your understanding of the patient/client role in health care and to encourage greater patient/client participation.
  • Preparing for an IP Placement This module has been developed by the Office of Interprofessional Education & Practice  and the South Eastern Interprofessional Collaborative Learning Environment(SEIPCLE)  project to assist clinical preceptors and sites in preparing for Interprofessional Clinical Placements for students from a variety of professional backgrounds. It provides a framework for the development of IP placements as well as practical tips and tools for everyone involved in clinical education.
  • Introduction to Collaborative Practice 
    This module is an abbreviated version of the Interprofessional Collaboration module. It is designed to: define collaborative practice; identify members of a collaborative team; introduce interprofessional competencies; and highlight practice setting variables. 
  • Teams and Teamwork 
    Teams are groups of people with complementary skills linked by a common purpose, a unified approach, a set of goals they wish to achieve and a standard to measure their performance.
  • Applied Collaborative Practice
    This module is required preparation for students involved in the Applied Collaborative Practice Project at Queen's. It focuses on collaborative leadership and conflict resolution in teams.
  • Teamwork Validated Skill Set