Faculty Feed

Between 10 and 20% of all first-time specialty board exam takers will fail the test. Just imagine the resulting shame and embarrassment that can accompany this, and the impact it can have on this faculty member’s confidence as they must continue to do their job while waiting two long years to retake the exam. Join us this week as one of our young faculty members in pediatric critical care shares h...

In this time of the Great Resignation, the need for compassionate leadership is greater than ever. Employee engagement and motivation are all improved in organizational cultures that foster and promote the core leadership virtues of treating people with dignity, respect, authenticity, and empathy. Join us as we talk with Dr. Ryan Quinn, Associate Professor, UofL College of Business, and Director o...

Do you understand just how to teach our learners at the Health Sciences Center to become self-directed, lifelong learners? Well, the accrediting bodies for our HSC schools mandate that the faculty do so. This shift in focus from a teacher-directed to a learner-centered approach requires a change in mindset for us in our educator role. So, if you would like to learn more about how to accomplish thi...

Have you wondered just how much your teaching impacts your learners and how participation in faculty development programming can give you tools to enhance that impact? Join us as we talk with Drs. Imelda Wright and Paul Clark from the UofL School of Nursing as they describe how they have worked to bring more learner engagement to the classroom, generating the two-way conversation with their studen...

In this episode of Faculty Feed, we talk with Dr. Russ Farmer (Associate Professor, Department of Surgery) about how best to drive critical thinking skills in our learners. He highlights a tool that facilitates the use of strategic questioning strategies for our busy and chaotic clinical learning environments. Instead of defaulting to lower-order questions that require only fact-based answers, thi...

What does the movie Moneyball, the story of the 2014 Kansas City Royals professional baseball team’s adoption of small incremental practices that brought them from obscurity to the World Series, have to do with teaching more effectively? This movie was the inspiration for the book Small Teaching: Everyday Lessons from the Science of Learning by James Lang (2016). Like the incremental practices tha...

Joining us this week on Faculty Feed, we have Dr. Mike Metz from the University of Louisville School of Dentistry to discuss his latest educational research. Learn about this great research study and how HPE faculty can help learners at all levels be more self-directed in their education. Take a listen! Dr. Metz's research was also featured on a blog post by The Learning Scientists Citation of the...

Has a learner ever told you that they’re just not good at a certain subject? Many learners have this “fixed mindset,” in which they believe their abilities and talents are innate and thus cannot be improved. This contrasts a “growth mindset,” in which one believes that effort can develop talents and abilities—and thus challenges are viewed as an opportunity to improve rather than as a barrier. In...

Have you ever struggled with giving feedback to a learner? Most learners feel that they don’t receive actionable feedback on their performance, and feedback often impairs performance by threatening self-esteem. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner tackle the crucial topic of feedback with Dr. Sara Multerer, Residency Program Director, Department of Pediatrics. We...

In busy clinical learning environments, faculty often resort to telling learners information, but this passive activity (for the learner) does little to make learning stick. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner discuss how to enhance the effectiveness of our teaching by asking good questions: open-ended questions that stimulate more than fact-based answers so tha...

Just how much formal training have you had to prepare you for your critical role as an educator in an academic medical center? Most of us have had little to no exposure to learning science, how to develop a curriculum or the best way to question learners. Yet there are evidence-based teaching and learning strategies that define how faculty can facilitate helping learners remember and apply what th...

How do you know if you have really learned something? With a doctoral degree in Health Professions Education, Staci Saner Ed. D, M.Ed, and Jerry Rabalais, M.D., M.H.A, a 35-year infectious diseases physician, dive into the learning science behind remembering as it applies to our role as educators. They push us to be more focused on getting information out of our learners’ heads than we are on...