A Faculty Development Workshop for Planning and Implementing Interactive Virtual Case-Based Teaching

• Type of Material: Article
• Authors: Jennifer Spicer, Emory University; Trong Tien Nguyen, McGill Faculty of Medicine and Health Sciences; Margaret W. Arnold, MedStar Health; Tiffany Anderson, University of Florida; Roy Khalife, Université d'Ottawa
• Language: English
• Date: 2021-03-17
• Publisher: AAMC
• Publication Version: Final Published Version
• Copyright Statement: © 2021 Spicer et al.
• License: Creative Commons Attribution 4.0 International
• Final Published Version (URL): http://dx.doi.org/10.15766/mep_2374-8265.11126
• Title of Journal or Parent Work: MedEdPORTAL : the journal of teaching and learning resources
• Volume: 17
• Start Page: 11126
• End Page: 11126
• Grant/Funding Information: None to report.
• Keywords: Cased-Based Learning; Virtual Learning; Clinician Educators; Faculty Development; COVID-19; Models, Educational; Faculty, Medical; Education, Distance; SARS-CoV-2; Teaching; Online/Distance Learning; Education; Humans; Problem-Based Learning; Education, Medical
• Research Categories: Education, Teacher Training; Health Sciences, Health Care Management; Education, Health

Abstract

Introduction: The virtual learning environment has become increasingly important due to physical distance requirements put in place during the COVID-19 pandemic. The transition to a virtual format has been challenging for case-based teaching sessions, which involve substantial audience participation. We developed a faculty development workshop aimed at teaching health professions educators how to use various interactive virtual tools within videoconferencing platforms to facilitate virtual case-based sessions. Methods: Two 90-minute workshops were piloted as a faculty development initiative. The facilitators demonstrated interactive teaching tools that could be used within virtual case-based sessions. Then, participants discussed how to incorporate these tools into case-based teaching sessions of different class sizes in small-group breakout sessions. Participants completed an online survey following each workshop to evaluate the sessions. Results: A total of 18 and 26 subjects participated in the first and second workshops, respectively. Survey response rates were 100% (n = 18) and 65% (n = 17) for the first and second workshops, respectively. Both groups provided overall high ratings and reported that the workshop was clear, organized, and relevant. Participants were more familiar and comfortable with the use of various interactive tools for online teaching. Discussion: Distance online teaching will be increasingly required for an undetermined time. Faculty development efforts are crucial to facilitate effective interactive teaching sessions that engage learners and maximize learning. This virtual teaching workshop is a simple and straightforward way to introduce a more interactive format to virtual case-based teaching in the health professions.