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Perspective from The New England Journal of Medicine — Saying Goodbye to Lectures in Medical School — Paradigm Shift or Passing Fad? 
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However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher -- regardless of how long he or she has been in the classroom -- commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don't claim to be beyond criticism -- not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
Transformational teachers share best practices, build mentoring relationships, observe their peers, keep things fresh, model their subject's usefulness, and demonstrate caring beyond what they teach. Via CatRoberts
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Incorporating best practices, newer principles of adult learning, and widely available technologies into your teaching can significantly improve your ability to engage and inspire students, residents, fellows, and colleagues. This special program, ranked among Harvard Medical School’s highest-rated CME courses, is a uniquely comprehensive exploration of best practices for teaching medicine at the bedside, in ambulatory settings, and in the classroom. The 2016 curriculum helps medical educators to: Provide more effective feedback that motivates changeBetter assess learners' needs individually and as a groupDesign educational sessions that meet your learning objectivesDeliver more impactful and engaging lecturesBecome a more effective one-on-one mentorOptimize evaluation of trainee competenciesEnhance the interactivity of small group discussionsSpur critical thinking and self-learning among studentsIncorporate technology and active learning models into your teachingNurture and cultivate wellness in your professional and personal livesCase-based and hands-on learning are a hallmark of this course, with significant participant interaction and active modeling of instruction techniques. Whether you are newer to teaching or a seasoned educator and mentor, this course will give you modern tools and practices to optimize skills transfer and learner success. SKILLS DEVELOPMENT Areas of focus in which attendees will deepen their skills include: Interactive LecturingBedside TeachingEffective MentoringImpactful FeedbackDeveloping CurriculumAssessing LearnersPeer ObservationProcedural TeachingLearner EngagementTeaching Critical ThinkingMaintaining Educator WellnessVia CatRoberts
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“ Evidence based teaching strategies have a far larger effect on student results than others do. Discover the top ten, evidence based teaching strategies in this article.”
Via Deirdre Bonnycastle
Dr. Deborah Brennan's curator insight,
May 22, 2015 2:58 PM
These strategies are the essential foundation of what all good teachers do. Every article and book that I have read about school improvement and effective teaching seems for focus on these same strategies. We know it...but do we do it? WITH FIDELITY? I think that is often where it breaks down. These strategies need to be a part of EVERY lesson...EVERY day. They become highly effective when they are implemented consistently and intentionally. With all teachers are required to do, it is easy to lose focus on intentionally using these effective strategies. 
Alfio Gangemi's curator insight,
May 24, 2015 8:38 PM
This is probably the best resource I have found for a pre-service and graduate teacher. As the title says it outlines the top ten evidence based teaching strategies and clearly describes each strategy and how and why they are effective. Very useful resource!. 
Steve Whitmore's curator insight,
May 27, 2015 9:39 AM
Which of these strategies could you incorporate into your therapeutic groups? How do you think they might be helpful?
When you observe students in classrooms, do you see evidence of these practices?
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From
ined21
ENSEÑAR A PENSAR I: En este primer artículo de Robert Swartz nos introducimos en su concepción del modelo Thinking Based Learning o TBL. Via Patricia Hidalgo
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Revista de Educación a Distancia”> | Educación a Distancia y TIC
Via Marysol Rodríguez
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“ Interested in some great Free Digital Storytelling Tools for teachers and students? Check 18 Free Digital Storytelling Tools for teachers and students.”
Via David Bergel
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From
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“ The Reader module for Moodle 2.x tracks the students' reading achievements by maintaining a total of the number words each student reads. After reading one of the books at an appropriate reading level, a student takes quiz to demonstrate a reasonable understanding of the content of the book. If they pass the quiz, the number of words in the book is added to the total number of words they have read. Students are encouraged to work toward the reading goal, which is the number of words the teacher expects them to read in a term. Various reports are available to the teacher who can adjust the reading goals, student levels, and book difficulty if required.”
Via Laurent Picard
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From
moodle
“ Snap’s user-friendly and responsive design removes barriers to online learning, enabling you to create the modern, engaging experience user's expect on the web today. Its intuitive layout is optimised for online learning, focusing on the things that matter - your learning activities and content. ”
Via Laurent Picard
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En esta página os dejo los enlaces a los webmixes o páginas de mi escritorio virtual de salud Symbaloo® que os presenté en este post. Se trata de un espacio virtual único donde organizo los enlaces web necesarios para el desarrollo óptimo de mi actividad asistencial como médico de atención primaria. Se trata de páginas dinámicas en…
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“ Only learning is more engaging than games! Want to learn how to design fun and engaging experiences? Join us in this MOOC and explore the world of gamification.”
Via Nadav Kavalerchik
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Ken Masters , Rachel H. Ellaway , David Topps , Douglas Archibald , Rebecca J. Hogue (2016). Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher: Vol. 38, No. 6, pp. 537-549. doi: 10.3109/0142159X.2016.1141190
Mobile technology has developed rapidly, and there is every reason to expect that it will continue to do so. For instance, Apple’s iOS and Google’s Android currently dominate the mobile device environment. Although educators wish to concentrate on education, they will need to keep an eye on other operating systems and technological developments, as sudden changes may cause a shift in their learners’ preferences. While these advances do not supply panaceas, they do afford many possibilities to both medical learners and their teachers. If educators wish to remain in safe zones, hoping to merely use mobile technologies to do what they have always done, then these possibilities will be wasted and may even prove harmful. To properly utilise mobile technologies, medical educators need to grasp the underlying principles governing their social and pedagogical uses, and then to create an environment in which these technologies can be effectively utilised. In so doing, medical educators can better utilise the advantages of using mobile technologies and they can better prepare their learners for practice in a world in which mobile technology use is pervasive and transformative. Via CatRoberts
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James Ahn, P. Charles Inboriboon, and Michael C. Bond (2016) Podcasts: Accessing, Choosing, Creating, and Disseminating Content. Journal of Graduate Medical Education: July 2016, Vol. 8, No. 3, pp. 435-436. doi: http://dx.doi.org/10.4300/JGME-D-16-00205.1 Via CatRoberts
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En este artículo se analizan siete posibles aplicaciones de la clase inversa que ascienden en modo de complejidad al entrar en escena el desarrollo de competencias más elevadas en los procesos tanto de enseñanza como de aprendizaje.
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