What is it?
Under the sub-title Teaching Responsibilities, describe instructional settings, level and number of students, and student demographics. This section can include your participation in assessment of students if this is a discreet activity not related to a specific teaching session e.g. participation in Objective Structured Clinical Exams (OSCE).
How do I start?
You may wish to sub-divide your responsibilities into different faculties, and/or different types of teaching. Be prepared to list the facts about the teaching, and then provide a brief description.
For example, you may have these sub-divisions or ones similar to them:
3.1 Lectures and Seminars
Faculty of Health Sciences,
a. Medicine: Undergraduate Medical Program
b. Medicine: Graduate Program Supervision and Training
c. Medicine: Observerships, Summer Students, Clinical Clerks
d. Medicine: Research Student Supervisor
(i) PhD Committee
(ii) Graduate Student Examination Committee
(iii) Medical Resident Research
(iv) Undergraduate Medical Programme
Note that you may include names of graduate students supervised in Appendix, especially if the list is long.
e. National Courses
f. Continuing Medical Education
g. Outreach, etc.
h. Peer Teaching
Under each section, describe briefly what your responsibilities were.
Examples:
Thanks to Dr. Jennifer MacKenzie for this selection from her dossier:
3.1 Lectures and Seminars:
Faculty of Arts and Science – undergraduate (400) and graduate (800) courses
Mammalian Embryologic Development, Anatomy 417/817 (2001-present)
Human Genetics, Pathology 425/825 (1995-present)
Developmental Disabilities, Neurosciences 801, (2005)
BSc.Year 4 thesis course – P. Williams (1995-1996)
S. Vander Pol (2003-2004)
Genetics journal club (1995-2003, 1/yr)
The Human Genetics Course consists of a combination of a 2 hour seminar that I present and a second session during which two students review papers on given topics (often of their choosing) and present them to the class. This allows an interactive session regarding their findings on the topics. I assist them with the development and presentation of the material and provide feedback as well as an evaluation after their presentation. In 2005, I gave my first session for the Neuroscience 801 course and modeled it after the Pathology 425/825 course. The students' presentations were excellent. Anatomy 417/817 session is mainly a 2 hour didactic session but the group is small enough that we often are able to have interesting discussions. I have also co-supervised a couple of fourth year thesis students which involved a review of their projects and support for presentations that they have to do. One (SVP) presented at an international genetics meeting and interacted well with experts in the field.
Thanks to Dr. Greg Davies for this section from his dossier:
Postgraduate
At the postgraduate level I participate in large group, small group and one to one
teaching. The large group sessions take the form of departmental Grand Rounds,
which I perform two to three times annually. These sessions introduce the
residents and faculty to new advances in Maternal-Fetal Medicine expanding
their knowledge base in the field. These sessions are interactive and designed to
elicit discussion and debate. I have been invited annually to give Grand Rounds
to the department of Diagnostic Imaging.
I participate in the resident core education rounds two to three times per year.
These small group sessions cover the curriculum for our specialty and are
designed to be an in-depth and thorough discussion.
I participate two to three times annually in the resident sub-specialty teaching.
These sessions are commonly case based and include significant resident
interaction around controversial management topics.
I am responsible for and participate in the weekly resident/faculty Maternal-
Fetal Medicine rounds. At these sessions recent difficult cases are presented. The
residents are asked about knowledge and management issues. I am often called
upon to provide the definitive knowledge/opinion as a solution to the case.
From this the residents are familiarized with the relevant literature and learn
management techniques. The discussion around these cases in a non-threatening
fashion also allows the residents to determine where deficits may lie in their
knowledge base.
I lead and participate in the weekly ultrasound teaching session. In these sessions
I present to the Obstetric and Gynaecology and Diagnostic Imaging residents
and Sonography students recent cases of anomalous fetuses to demonstrate
techniques of identification, and discuss associated investigations and
management options. It is particularly helpful to the residents in Diagnostic
Imaging (Radiology) to learn the perspective on management from an
obstetrician.
Twice yearly I perform practice oral examinations on two or three of our
residents. These are designed to simulate the certification process they will face
at the end of their training. Notes are taken about knowledge, management and
question fielding skills and feedback is provided immediately after the session.
On an annual basis I participate in the department OSCE exam for residents. This
“bell ringer” type exam includes clinical testing stations, basic science testing
stations, technical skills testing stations, ultrasound interpretation stations, and
patient interaction stations. It is designed to simulate the Royal College specialty
exam for our discipline. After each session immediate feedback is provided to
the resident and a handout with pertinent content issues is provided to aid in
future review. Feedback from our residents tells us that we prepare them
exceptionally well for the examination process. To date all Queen’s Ob/Gyn
residents have received their Royal College of Physicians and Surgeons of
Canada certification on their first attempt.
Thanks to Professor Laurie Kerr for this excerpt from her dossier:
3. Teaching Responsibilities
3.2 Nurs 340 F/W “Nursing Practicum: Maternal Child and Children with Health
Challenges”
2005-2006 Taught 4 pediatric hospital clinical groups in fall term
2006-2007 Taught 2 pediatric hospital clinical groups each term
2007-2008 Taught 2 pediatric hospital clinical groups each term
This 3rd year course is designed to provide students with an opportunity to work with individuals
and families in settings which include maternal child care, and the care of children. The setting
of the clinical placement may include the hospital, ambulatory clinic, Public Health Unit and/or
in the home. Students participate in case-based clinical conferences which enhances learning
across populations being studied. (A copy of the complete course syllabus is available upon
request).
My role as Clinical Faculty is to prepare clinical assignments, review student’s weekly reflective
practice (feedback provided), mark student’s weekly written research on the patient they care for
each week (feedback provided), communicate with students via email, phone or in person as
required. Students participate in a weekly ‘post conference’ session in which issues related to
the care of the child and their family are discussed. Students also share a summary of their days
with each other in a general discussion. Each student researches and prepares a nursing care plan
assignment for submission. My role involves providing feedback to students as well as preparing
and discussing their clinical evaluation with them at the end of their 6 week session.