Dedicated to the art, science and fun of how to teach and learn medicine

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Are You a Good Educator?

The iTeachEM Podcast is back with an interesting episode on a topic that is not that well understood….how do know if you are actually any good at teaching? Sounds like a simple question with perhaps an even simpler answer, doesn’t it? Well, three prominent educators, Simon Carley, Anand Swaminathan (Swami), and Natalie May will make […]

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The Global Classroom

There has been lots of discussion recently about the “flipped classroom” in medical education and how this is changing the face of education. Rob Cooney from iTeachEM and FlippedEM has done some great work with flipped classrooms. Well, this post isn’t really about the flipped classroom at all. It’s about the Global Classroom. More specifically, […]

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The Interplay of Emotions & Learning

Our goal should be to create a student who moves up the knowledge axis, along an “excelsior spiral that climbs the tree of knowledge” – Barry Kort Rob & Chris’ debate about whether learning styles exist (or not)  touches upon a subtle, but important point. Forcing a student to come out of their comfort zone is important […]

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Learning Styles Do Exist!

This post is a response to Learning Styles Do Not Exist “Absence of evidence is not evidence of absence.” Chris, say it isn’t so! Learning styles most certainly exist! Before I dig into some important points, I agree with you about the lack of validity of the kinestetic/auditory/visual breakdown as discussed in the video. Different learning […]

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Neurobiology and Medical Education

Insights from neurobiology can be applied to medical education right now. Key concepts from neurobiology that we can use include: the need for repetition reward and reinforcement visualisation active learning optimal stress avoiding fatigue avoiding multi-tasking learning styles revisiting This is explained in the brief screencast below: References Ericsson, K. Anders, and Paul Ward. “Capturing […]

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Evidence Based Education: Active vs. Passive Learning

An interesting study was just published this past month looking at student exam performance and course failure rates in science, technology, engineering, & mathematics [STEM] courses that utilized active vs. passive (lecture) teaching strategies. The results of this meta-analysis put some more data behind the idea that active teaching/learning is the way to go. Active […]