About this item:

52 Views | 15 Downloads

Author Notes:


We would like to acknowledge Ara Tekian, PhD, MHPE, and Yoon Soo Park, PhD, for their constructive feedback and allowing our group to present this workshop as a final seminar for the Instruction and Assessment course of the University of Illinois at Chicago Master of Health Professions Education. We also want to acknowledge participants in both workshop sessions for engaging and supporting this workshop.

Disclosures: None to report.


Research Funding:

None to report.


  • Cased-Based Learning
  • Clinician Educators
  • Faculty Development
  • Online/Distance Learning
  • Virtual Learning
  • COVID-19
  • Education
  • Education, Distance
  • Education, Medical
  • Faculty, Medical
  • Humans
  • Models, Educational
  • Problem-Based Learning
  • SARS-CoV-2
  • Teaching

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


Journal Title:

MedEdPORTAL : the journal of teaching and learning resources


Volume 17


, Pages 11126-11126

Type of Work:

Article | Final Publisher PDF


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.

Copyright information:

© 2021 Spicer et al.

This is an Open Access work distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Export to EndNote