Resources for teachers

Presentation files from the Professional Development Programme on 28 Oct 2013

Introduction to the BioMedSc CurriculumProf. Mai Har Sham, Department of Biochemistry

Introduction to the BChinMed CurriculumDr Y Feng, School of Chinese Medicine

Introduction to the MBBS CurriculumDr Gordon Wong, Department of Anaesthesiology

Introduction to the BNursing Curriculum
Introduction to the BPharm Curriculum
Outcome-based Approach to Student Learning (OBASL)Dr LK Chan, BIMHSE and Department of Anatomy

Quality Assurance MechanismDr WY Chin, BIMHSE and Department of Family Medicine & Primary Care

Effective Delivery of LecturesDr LK Chan, BIMHSE and Department of Anatomy

Principles of PBLDr LK Chan, BIMHSE and Department of Anatomy
Introduction to Assessment MethodsProfessor JM Nicholls, Department of Pathology

Guidelines for Writing Good MCQs and EMQsDr Gordon Wong, Department of Anaesthesiology

Guidelines for MinicasesProfessor JM Nicholls, Department of Pathology

Guidelines for SAQProfessor JM Nicholls, Department of Pathology

Constructive Alignment

Constructive alignment is a principle to guide teaching, learning and assessing the outcome. In constructive alignment, it starts with the outcomes we intend students to learn, and align teaching and assessment to those outcomes. It is an example of outcomes-based education (OBE)
John BiggsWarren Houghton

How to deliver a lecture

“Lecturing is not simply a matter of standing in front of a class and reciting what you know…”. The following links provide general strategies for delivering a lecture and summerise suggestions on how to improve the quality of lecturing.
University of CaliforniaiDEA center

How to led small group teaching

Small group teaching encourages students to organise their thinking by comparing ideas and interpretations with each other and to give expression, and hence form, to their understanding of a subject. The following links provide information of small group teaching for facilitators, such as the general principle of facilitating, what are the challenges, and how to address those challenges in small group teaching.
The University of New South WalesOhio University College of MedicineOxford Brookes University

How to facilitate PBL

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. The following links provide information on how to facilitate PBL tutorials.
McMaster UniversityFermilab Science Education Office

How to do bedside teaching

The following links provide an overview of bedside teaching, including attributes and steps for effective bedside teaching, and short descriptions of clinical teaching in different setting.
University of CalgaryLondon Deanery

How to give feedback

The following links provide descriptions on the principles of and the model of giving feedback, the barriers of giving feedback, and suggest how to give formal and informal feedback.
London DeaneryZeal Coaching Ltd

How to write multiple-choice questions

Well-written multiple-choice questions can test up to the sub-synthesis levels of cognition, that is, knowledge, comprehension, application and analysis. The links provide both general and specific guidelines on the construction of multiple-choice questions.
Pennsylvania State UniversityNational Board of Medical Examiners

How to assess students

The follow links provide a collection of practical resources, such as designing assessment, selecting assessment tasks, assessing in diverse contexts, and interpreting & grading.
The University of New South WalesCarnegie Mellon University

How to compile a teaching portfolio

Teaching Portfolio is a documented statement of a faculty member’s teaching responsibilities, philosophy, goals and accomplishments as a teacher. The following links describe the purpose and components of teaching portfolios and provide detailed guidelines for creating teaching portfolios.
University of MichiganCarnegie Mellon UniversityVanderbilt University