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Med/Ed eNews 

UA 

College of Medicine policy onfaculty instruconal development (FID)

does not require all faculty to parcipate in

educator development acvies. However,

the policy requires The UA College of Medi-

cine to oer and encourage any faculty,

whether salaried or non-salaried, who

teach medical students in years 1 through

4, to parcipate in acvies that will help

them to develop or enhance their teaching

and assessment skills and pracces. Faculty

includes clinicians who teach medical stu-

dents at aliate instuons in clerkships or

internship experiences. There is a special

provision (Arcle VI) applicable to resi-

dents.

FID Opportunities 

The Academy of Medical Educaon Schol-

ars (AMES) and Oce of Medical Student

Educaon (OMSE) partner to oer the FID

Series. The Series oers 13 seminars each

year addressing teaching and assessment

skills for preclinical and clinical educators,ending with a presentaon by the

AMES/OMSE Teaching Scholars of their

educaon research projects. This nal ses-

sion is aimed at idenfying and promong

discussion of the implicaons of the re-

search projects for educaonal pracce

throughout the college. More on FID Se-

ries  Teaching Scholars 

OMSE oers the TWT—Teaching with

Technology– Series of workshops assisng

faculty in gaining prociency in using and

The Scoop: FID Policy 

 Article II. Scope, notification and implementationof policyAll faculty who teach medical students will be oered

and encouraged to parcipate in faculty instruconal

development. Key Questions

Who is considered to be faculty? 

How are faculty noed about FID op-

portunies? 

Do the Phoenix and Tucson campuses

oer the same FID acvies? 

 Article II of the FID Policy addresses

these questions: 

Section 2.01 Definition of faculty.

Faculty is dened as any faculty with a

salaried or non-salaried posion with the

UA COM at the Tucson or Phoenix campus

who teach medical students in preclinical

or clinical years. 

Section 2.02 Notification of facultyinstructional development require-ments

Adopon and publicaon of this policy to

the faculty serves as noce of the require-

ments for faculty instruconal develop-

ment. In addion, reminders of these re-

quirements shall be communicated annual-

ly in wring or by electronic means to all

faculty subject to the requirements.

Section 2.03 Implementation

Each campus may establish its own proce-

dure to implement this policy. 

Contactkse@medadmin.arizona.edu 

520.626.1743 

 Article III. Required faculty instructional development in preclinical yearsFaculty shall parcipate in instruconal development for each method of teaching in which they will be engaged, as follows:  

(a) Facilitators for Case Based Instrucon; 

(b) Facilitators for Team Based Learning; 

(c) Faculty who author Team-based Learning (TL) or Case Based Instrucon sessions;

(d) Faculty who serve as student mentors in the Sociees program must parcipate in training as a Sociees mentor and in a

majority of the regularly scheduled mentor faculty development sessions.  

integrang smart apps in their teaching

roune. Such applicaons include Poll Eve-

rywhere, audience response soware,

Doceri for remote control of presentaons,

and applicaons for creang presentaons

accessible anywhere (e.g., Haiku Deck).

There are several 2-hour workshops

oered each year. More on TWT 

OMSE FID also oers one-on

-one FID

assistance. This includes observaon of

teaching in preclinical or clinical

sengs and personalized feedback and

guidance for enhancing teaching or

assessment pracces. Request FID 1-

on-1 

When is FID Required? 

Secon 2.02 of the FID policy requires an-

nual noce of policy requirements, which

are established by Arcle III (below). Any-

one who teaches medical students or au-

thors cases for Case-based instrucon (CBI)

and team-based learning (TL), and those

who serve as Sociees mentors must com-

plete training in these modalies.

OMSE FID provides the CBI and TL training.

CBI facilitator training, for example, ad-

dresses the structured approach to medical

problem-solving, facilitaon methods, use

of online tools, and assessment. More on

CBI. 

Karen Spear Ellinwood, PhD, JD 

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Vol. 3 No. 2

Bryna Koch, MPH, Director 

Program Evaluaon & Student Assessment 

brynak@medadmin.arizona.edu 

T 

he rst arcle in this Eval-

uaon 24/7  series dis-

cussed the importance of

evaluaon skills as part of a

professional tool-kit. The ability to

plan and implement an evaluaon

will enable you to leverage research

methodologies in a real world

seng. This will help you assess if

your program or intervenon is suc-

cessfully meeng its goals and how it

may be improved, changed, or repli-

cated. Implemenng a sustainableevaluaon supports the ongoing pro-

cess of improvement in any arena. 

In an academic medicine and educa-

on seng it is essenal to disn-

guish between research and evalua-

on. Human subjects research must

comply with federal guidelines and

the policies at the University of Arizo-

na. This type of research requires

review by the Instuonal Review

Board. More informaon about the

policies and procedures for humansubjects research can be found at the

University of Arizona Oce for the

Responsible Conduct of Research

website. 

Most evaluaon is not considered

research because it is not designed

to be generalizable. In this context,

generalizable has a specic deni-

on. It means that you have imple-

mented methodologies that enable

the invesgaon to use a smaller sub

-sample of the populaon to make

claims that apply to the larger popu-

laon. Your evaluaon or research

might be interesng or informave

to others in your eld, but that does

not also mean it is generalizable.

Ethical Principles 

There are other ethical considera-

ons when conducng an evaluaon

[1.2][1.2][1.2]  Am I doing Evaluation OR Research? 

Evaluation 24/7 

that can be similar to the ethical

principles governing research.

These principles are  

Guiding Principles 

The American Evaluaon Associaon

has developed a list of Guiding Prin-

ciples  for evaluators that should be

taken into account when creang

and implemenng any evaluaons.

These principles include 

While your evaluaon project is notconsidered research if it is not gener-

alizable, there are some ethical con-

sideraons you should to take into

when developing your project. In the

next arcle we will discuss some of

these ethical consideraons when

conducng evaluaon.

/Bk/  

Systemac Inquiry 

Competence 

Integrity/Honesty 

Respect for People 

Responsibilies for

General and Public

Respect for Persons 

Benecence 

Jusce 

Key Questions1)  Will you design your project and data

collecon acvies so that the results are

generalizable to the larger populaon or

contribute to the development of

generalizable knowledge? 

If YES, then you are doing research.

If your project/program and associated data

collecon is intended to be generalizable

(ndings from a sample populaon can be

applied to the larger populaon) and

contribute to a body of knowledge then you

likely conducng research and should follow

the appropriate instuonal policies

governing research. 

Research as dened by DHHSaccording to 45 CFR 46.102(d) 

“A systemac invesgaon, including

research development, tesng and

evaluaon, designed to develop or

contribute to generalizable knowledge.” 

“The University of Arizona HSPP

denes generalizable knowledge as ‘the

extent to which research ndings and

conclusions from a study collected on a

sample populaon can be applied to a

populaon at large’.” University ofArizona Invesgator Manual 

2)  Will you design your project so that the

results of the data collecon acvies are

intended to be used solely to provide

informaon about your specic project and

are therefore NOT INTENDED  to be

generalizable? 

If YES, then your project is probably evaluaon.

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Med/Ed eNews 

Cognitive Error (continued)

can be encouraged by developing a

habit of reecng before, during and

aer learning situaons, including sim-

ulated and actual paent encounters

or other clinical situaons. 

Some students may feel reluctant to

review for error, concerned that others

will think they are not smart or skilled

enough. Adming error is dicult

even for experienced physicians. To

foster reecon in students, we need

to engage in reecon on teaching

pracces, to consult with one another

as to HOW to promote reecon. Re-

ecve educators “facilitate reecve

observaon, encourage conceptual

thinking, and provide feedback and

tesng of insights drawn from experi-

ence” (Ryan 2010, 117).

We should remind our learners—

whether medical students or residents,

that “reecon is parcularly im-

portant in medicine,” where physicians

are required to “analyze best evidence

while considering his or her values and

assumpons vis-à-vis the value, beliefs

and goals of each paent” (Plack &

Greenberg 2005, 1547). In medical

educaon students should “train for a

reecve approach to problem solving:

stepping back from the immediate

problem to examine and reect on the

thinking process,” (Croskery 2003, 

779). This “stepping back” could in-

volve viewing the case from another

perspecve, forcing yourself to consid-er a plan of care, for example, from the

paent’s perspecve or to view a con-

sult with another service in light of

their responsibilies or concerns. 

The goal is to learn how to oer re-

specul, mindful and appropriate pa-

ent care that rises to the standard of

care expected of physicians. 

This role is not only for clinical educa-

tor. Preclinical educators play an im-

portant part in teaching students to

reect in and on pracce and to iden-

fy what they have learned that they

can bring to clerkship in years 3 and 4.

Residents, aendings and preceptorswho teach in clerkship can connue to

promote such deliberate consideraon

of pracce and error, while oering a

unique perspecve based upon clinical

experience (been there, done that, and

this is what I learned). 

What can medical students to

do? 

Reflect BEFORE taking action.

Safety comes rst . Prevent cogni-

ve error when possible—reect

on what you should do and how

you should do it BEFORE you take

acon. 

Know your limitaons. Don’t take

on responsibility for which you

are not ready to execute with the

expected degree of skill or with-

out approval and supervision.

 Ask for help—ask quesons. 

Rethink your approach before

taking acon whenever possible.

One way to do this is to force

yourself to arculate your rea-

soning. Why do you think you

should include or exclude some-More on Cognive Error  

thing from the dierenal? Why

this medicaon and not that

one? Why obtain a consult? From

whom? 

Reflect DURING the experience.

Reect as you collect and process

informaon.

Be willing to reconsider the ap-

proach. 

Ask for help—ask quesons! 

Reflect AFTER the experience.

Ask yourself, did I make any errors

in judgment, applicaon of

knowledge, procedure, communi-

caon, etc.? 

Could I have avoided the error?HOW? 

How could I improve my ap-

proach, thinking, etc., and avoid

error in future situaons? 

You’re not alone—ask for help;

ask quesons; ask for feedback. 

What can educators do? 

Be sure to insist that students arcu-

late their reasoning and think about

“alternave possibilies” for what is

happening or should happen with each

paent. Give them your go-to, reliable

resources and advise how to use them,

when necessary. Make sure you

“provide adequate me for quality

decision-making,” (Croskerry 2003, 

776). Always invite self -assessment. It

helps you to know what the student

thinks went right or wrong or how they

would address issues that may arise.Oer construcve feedback. Let them

know, everyone errs at some point.

The key is to idenfy the error and

learn how to avoid it in future experi-

ences. /kse/

References 

Relective educators

“facilitate relective

observation, encourage

conceptual thinking, and

provide feedback and

testing of insights drawn

from experience”

(Ryan 2010, 117). 

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Page 5 of 10

Vol. 3 No. 2Resident Development & Support  

true when studying. Sing for several

hours straight is like a sponge sing in

water—it will only absorb so much and

then it has to be wrung out; study for

reasonable periods of me 20-40

minutes, then stretch and study anoth-

er 20-40 minutes. Take a longer break

and repeat the cycle. Those few

minutes you take to stretch, relax,

walk around, will help your concentra-

on. Sixthly, try  journaling. Write

down the stressor and then note sev-

eral things that will help you manage

the trigger. For example, In-Service

Exam might be the trigger and de-

stressors might be creang a

study schedule, studying with

your peers, and selecng areward for aer the exam.

And lastly, ulize the re-

sources the COM provides—

you can meet with me (520-

626-2390) and/or Dr. Larry

Oñate, MD, who is the House-

sta Counselor for Residents,

Fellows and their family (520-325-

9176).

Stress takes its toll on Residents and

Fellows. The key is to be proacve—tocontrol what you can and have re-

sources ready for those things you

simply can not control. Remember:

Create a schedule, set do-able goals,

have a balanced diet, get sucient

rest, nd me to exercise and   relax,

 journal and/or talk with others. When

you need support, please make an

appointment with me or Dr. Oñate.

T . G a i l P r i t c h a r d , P h D  

Assistant Professor, Pediatrics 

Resident Development, Oce of Med-

ical Student Educaon W 

e laugh about it, but

there is truth to it—

somemes, it seems as

if all we can do is bang

our heads against the wall, but there are

some strategies that we can put into

place that will help us reduce stress,

burnout, and anxiety. First, we need to

recognize  the signs of stress. Secondly,

we need to understand  the triggers for stress.

Thirdly, we need to

apply stress manage-

ment techniques. 

What are your signs for

stress? Do you noce a

signicant decrease or

increase in appete or

in your sleep? Does your heart feel like it

is pounding? Do you noce tremors or

shaking? How about the inability tomake even the smallest of decisions or

to take acon? Perhaps a lack of focus or

hyperacvity? Stress can create changes

in ordinary behaviors and responses. If

you are experiencing any of these, you

may be experiencing stress. 

What are your triggers for stress? For

Residents and Fellows, common triggers

include the massive amount of infor-

maon to be learned, exams, doubt

about specialty choice, lack of posivefeedback, parcular rotaons, and

family. As you near the end of Res-

idency or Fellowship, other triggers

might include relocaon and -

nances. When you noce signs of

stress, pay parcular aenon to

what might be the trigger. 

While there will always be triggers

beyond your control, you can control

how you perceive those triggers and

how you react to them. I want to share

seven strategies for dealing with stress.

First on the list relates to me manage-

ment . Your responsibilies are great and

the amount of me you have for each is

limited, so creang a schedule is a

“must,” which most of you probably

already do; however, do you include

“catch up” days in your schedule? I rec-

ommend that every couple of weeks,

you deliberately leave a day unsched-

uled—this is the day to “catch up” on all

things that keep moving to the boom

of your list. Secondly, goals  need to be

realisc.

Maybe you set a goal of compleng 20

q-bank quesons each day, but at the

end of the week,

the most you have

completed in any

given day is 10

quesons—that

should be your goal

for the next week,

not 20, not 15, but

a do-able 10. Third-

ly, pay aenon to what you are

(or are not) eang. Mulple cups

of coee, energy drinks, sodas,and nutrion bars are going to

take tax you. Eat well before going

on duty, keep snacks handy, keep

hydrated! Plan for not having me

to take a break to eat. Fourthly,

know your threshold for minimum

amount of sleep, then give yourself per-

mission to sleep more than that thresh-

old . In most cases, you are far beer o

in going to sleep sooner and geng up

earlier than staying up later and trying tonish a task. Fihly, exercise 

and relax . These two probably

get short-changed more than

any others. When you make

me to exercise and/or relax,

you actually save me because

you will be more focused on

your tasks. This is parcularly

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Med/Ed eNews 

provement.

Dr. Elliott will outline thepurposes of and tasks in-

volved in developing an

educational portfolio, and

provide a template to help

you begin creating your own

portfolios. 

Date: 8 September 2014 

Time: 8:30—10:00 am 

Room: COM-3230 

Map to Room  

Sean Elliott, MD

Professor, Department of Pediatrics

Description 

Educational portfolios serve

multiple purposes. They

may guide your preparation

for: 1) promotion and ten-

ure; 2) seeking employ-

ment; and 3) identifying

gaps in your teaching expe-

rience and areas for im-

AMES/OMSE FID Series 2014-15—Educator Portfolios 

E

veryone talks about Interac-

ve Lecture as a concept andeveryone expresses concern

about how to make the concept a real-

ity. Susan Ellis, EdS, MA, is Program

Manger for Assessment of Student

Performance in the Oce of Medical

Student Educaon. She has conducted

workshops on this topic for many years

and can oer many helpful strategies

for incorporang assessment tech-

niques in lecture to engage students in

acve learning and help you to moni-

tor for student comprehension. Two of

these strategies appear below. 

 Misconception/PreconceptionCheck1.  Idenfy troublesome misconcep-

ons 

Susan Ellis, EdS, MA

Program Manager

Student Assessment, OMSE 

Assessment Strategies for Teaching 

Categorizing Grid

2.  Develop quick quesonnaire 

3. 

Depending on the length, use as a starng point forlecture or Basis of discussion 

4.  Applies to fact-based topics and/or assessment of

atudes/values, e.g., funcon of specic enzymes,

autoimmune diseases. 

Platelet Disor-

der 

Coagulaon

Disorder 

Mixed Platelet &

Coagulaon 

Bernard-Soulier

disease 

DIC 

Hemophilia A 

Idiopathic thrombo-

cytopenic purpura

(ITP) 

Thromboc throm-

bocytopenic purpu-

ra (TTP) 

Vitamin K deciency

Von Willebrand’s

disease 

Contact  Ph. 520.626.1743 

Em. sellis@medadmin.arizona.edu 

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Page 7 of 10

Vol. 3 No. 2

concepts that build on the ones you

are introducing? Or, are you looking to

engage the students in analysis of con-

cepts, applicaon of knowledge, evalu-

aon or assessment of performance?

Below is a guide for idenfying the

purpose of the queson: 

Lay Foundaon. To establish (a)

Knowledge base -  What can stu-

dent do without assistance?

And/or (b) Appropriate level of

challenge -  What student can do

with strategic guidance? 

 Deep Dive.  To prompt students to

engage in higher-order thinking

(e.g., in-depth analysis). 

(2) Determine Target Cogni-

tive Dimension 

This is where you can get provoca-

ve. When posing quesons, deter-

mine the Target Cognive Dimen-

sion, which refers to the kind of

thinking in which you want the stu-

dent to engage. Once you know that,

Practice Tips for Formulating Effective Questions (continued from p. 1) 

you can choose how to phrase your

quesons.

Verb choice is crical to targeng

parcular types of thinking. For ex-

ample, if you want students to recall

what they have learned without ana-

lyzing it, then you should use verbs

that ask for simple recall. If you want

students to engage in reecve

thinking, then you should use verbs

that ask them to analyze situaons,

synthesize knowledge, conceptualize

problems, or examine for error. 

Bloom’s revised taxonomy oers a

helpful guide. Its categories of verbs

are established along a scale from

what is known as lower order to

higher order thinking (Figure 1, be-

low). Metacognion is a form of re-

econ and higher order thinking ,

characterized by thinking about

thinking. If you ask students to con-

sider how they recall, apply or evalu-

ate informaon, you are inving

them to engage in metacognion.

Examples also include asking stu-

dents to consider their Condional

Knowledge (knowledge that depends

on circumstances), Procedural

Knowledge (how they do things) or

to examine their problem-solving

process in a given case. 

Bloom’s Revised Taxonomy 

(3) Select Question Type 

Once you have idened the target

cognive dimension, select HOW you

want to ask the queson (QuesonType). 

There are several types of quesons.

They have various names, but I think

the most helpful categorical disncon

is between open-ended (divergent)

and closed (convergent) quesons.

Convergent quesons have xed,

known/discernible responses. These

can be used to lay foundaon, or the

groundwork for asking more complex

quesons and help establish the learn-er’s knowledge and comprehension of

specic content. Convergent quesons

oen appear as yes/no, true/false or

mulple choice quesons not calling

for analysis. Lower order thinking

would suce to reach correct answers.

Divergent quesons intend to elicit

thinking, reasoning or process-

oriented knowledge. In other words,

they may ask the learner to arculate

explanaon of concepts or applicaonor synthesis of knowledge. These ques-

ons do not ancipate nite responses

even when learners are expected to

arrive at the same conclusion. The

knowledge or cognive dimension in

which the learner must engage re-

quires higher order thinking.

Below is a list of queson types cate-

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Med/Ed eNews 

Device/Apps Re-quired

NONE Preview HaikuDeck 

Event InformationDate: 23 September 2014 

Time: 9-11 am 

Room: MDL-3116 

TWT Series No. 2 2014-15have never used Haiku Deck or

Explain Everything; those with an

introducon to Doceri. 

Objectives Create and edit various

presentaon types: Image-

based, conceptual, au-

dio/visual, screen capture 

Flip the classroom 

Distribute to social networks 

Embed presentaons online 

Flipped & Mobile Presentaons

with Explain Everything & Haiku

Deck 

Description 

This TWT Workshop will intro-

duce faculty to a web-based

presentaon tool that isn't com-

plicated. Haiku Deck requires a

data or Wi-Fi connecon.

Target audience: Faculty who

FacilitatorKaren Spear Ellinwood, PhD, JD

OMSE, FID 

Practice Tips for Formulating Effective Questions* (continued from p. 7)

designed to trigger the target cogni-

ve dimension.

If you would like to brainstorm ques-

on formulaon for teaching in spe-

cic preclinical or clinical situaons,

please contact me. 

 /kse/  

Procedural  – Quesons that ask

students to explain how some-

thing funcons, or to describe

causal connecons. 

Condional  – Ask the student to

predict what might happen un-

der various condions or circum-

stances (What if quesons). 

Reecve\Metacognive    – ques-

ons that promote reecon

past, present or future acon,

process or self  

Another Inquiry Strategy 

Queson Posing, that is, asking stu-

dents to formulate quesons in or-

der to lead or direct an inquiry re-

quires them to think about how to

frame and phrase the queson.

Framing, as before, refers to per-

specve. Phrasing refers to deter-

mining the verb and other language

*Reference—Tofade T, Elsner J & Haines ST. Best Pracce Strategies for Eecve Use of Quesons as a Teaching Tool.   Am. J.

Pharm Educ 77 (7):155; 2013. 

gorized by those aimed at laying foun-

daon or encouraging a deep dive. 

Convergent  – Asks student to

choose from among nite possi-

bilies, such as single cor-

rect/best answer, yes/no. 

Divergent (Open-ended)  –  Narra-

ve response; requires applica-

on of knowledge, analysis or

other higher order thinking. 

Complex\Compound [Queson

Circles] – Answer depends upon

crical analysis of mulple fac-

tors and relaonship among

these 

Conceptual  – Quesons that ask

students to explain concepts or

arculate reasoning (Analysis,

Synthesis, Evaluaon) 

Inquiry-based Strategies 

Interacve Lecture 

Inquiry Presentaon 

References on topic 

FID Series 2013-14 

Inquiry Learning Guide 

Teaching Guide 

On Topic 

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Vol. 3 No. 2

echnologyThe FID Series oers at

least one seminar each

year that provides an introducon to

apps for teaching, learning, and prac-

ce as well as those that are useful in

conducng educaon research. in

December 2013, Mike Grith, MS,

now with the UA College of Educa-

on, and Kevin Moynahan, MD, pre-

sented iPads in Medical Educaon.

You can view the seminar online at

the FID website.  To access a variety

of apps and related materials and

launch your exploraon on how to

integrate technology in your teach-

ing, click on the icon for iPads in

Medical Educaon, above. 

T

eaching with

Technology

You may also click on any of the icons

at right, to access informaon about

the apps represented. Many of these

apps have mulple purposes, and

may be helpful to both students and

instructors. 

The FID website contains scholarly

resources and links to how-to videos

about technology and educaon, and

more informaon on smart apps

(menu, far right).

More about Teaching with Technology

Contact Karen Spear Ellinwood 

AnkiMobile Flashcards Sound Builder 

 Smart Apps for Learning  

DropboxEvernote  iAnnotate  Notability

 Smart Apps for Research  

3D Brain ED Radiology 2.0

Smart Apps forTeaching  

SPSS

8/11/2019 UA OMSE Med/Ed eNews v3 No. 02 (SEP 2014)

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Med/Ed eNews 

1501 N. Campbell Avenue, Room 3204

Tucson, AZ 85724

OMSE Education Professional Staff in support of Instructional Development

Phone: 520.626.1743

Fax: 520.626.8999

 E-mail: kse@medadmin.arizona.edu

FID Online 

Fid.medicine.arizona.edu

Karen Spear Ellinwood, PhD, JD 

Faculty Instruconal and

Residents as Educators Development 

Ph. 520.626.1743 

Em. kse@medadmin.arizona.edu 

Web. Fid.medicine.arizona.edu 

T. Gail Pritchard, PhD 

Resident Development &

Residents as Educators Development 

Ph. 520.626.1743 

Em.

tpritcha@medadmin.arizona.edu 

Web. Fid.medicine.arizona.edu 

Bryna Koch, MPH 

Director, Program Evaluaon & Stu-

dent Assessment 

Ph. 520.626.1743 

Em. brynak@medadmin.arizona.edu 

Susan Ellis, EdS, MA 

Program Manager 

Assessment of Student Performance 

Ph. 520.626.1743 

Em. sellis@medadmin.arizona.edu 

Business Tagline or Motto

Learn new apps to enhance teaching

Tel. 520.626.1743

 R S V P 

TWT Workshop Series

OMSE Faculty instructional development

 AMES/OMSE FID Series

OMSE Faculty instructional development

Lessons learned from colleagues’ education research 

Tel. 520.626.1743

 R S V P