The Wayne State University School of Medicine’s Office of Learning and Teaching has announced a new lineup of sessions, The OLT Learning Series, designed to improve both teaching and learning for faculty and students.
The sessions, which begin Feb. 11, will also familiarize students, faculty and staff with learning and teaching tools available through the School of Medicine, and the services of the Office of Learning and Teaching.
While some sessions are tailored for specific audiences, all are welcome to attend any session.
All sessions take place at noon on Tuesdays and are available via Zoom at https://wayne-edu.zoom.us/j/95296222016?pwd=CAQKo1FUkHuY7F8d4xPmbESuo6ra2E.1
Sessions scheduled to date include:
Feb. 11: Welcome to OLT: The goal of this session is to share details and intent of the workshop series, as well as introduce participants to office members. Participants will learn the areas of expertise of the members in addition to details about the calendar of event sessions.
Feb. 18: Introduction to Clinical Educator Milestones: Participants will understand the purpose and framework of the Clinician Educator Milestones and recognize their role in supporting the professional growth of medical trainees. They will use the milestones for self-assessment and identify areas of growth.
Feb. 25: Curriculum Inventory Update: For course directors and coordinators specifically, the goal of this session is to inform participants of the status of the School of Medicine Curriculum Inventory and the strides that have been made through the end of 2024, in addition to sharing a glimpse of next steps in 2025.
March 4: Meta-Cognition and Student Learning: Students will learn to accurately identify and describe three key metacognitive strategies and explain how they can be applied to their medical studies. Faculty and staff will learn to identify and describe at least one specific teaching strategy that can be implemented in their courses to enhance student meta-cognition .
March 18: Curriculum Syllabus Repository: Learn to navigate to the live School of Medicine syllabus repository, which also serves as the curriculum inventory database.
March 25: Build a Curriculum Inventory-Compliant Syllabus: For course directors and coordinators, this session will provide awareness of the new form-based process for creating a course syllabus that meets course design quality standards as well as curriculum inventory requirements. Participants will learn to navigate to the CI Syllabus Form and explain how the form submission relates to both CI and design quality assurance standards.
April 1: Using the Learning and Study Strategies Inventory for Academic Success: Students will learn to identify at least two personal learning strengths and two areas for improvement based on their LASSI results.
April 8: Proven Teaching Strategies for Adult Learners: Participants will be provided with practical, proven teaching strategies to effectively engage and support adult learners in medical education, including proven strategies to enhance engagement and knowledge retention for adult learners.
April 22: Instructional Alignment: Session Pacing Guide: The session’s goals are to introduce the course Session Pacing Guide to participants, primarily faculty and course support staff. The guide serves as the course schedule for students, an instructional alignment tool for instructors and collects the activity-level data required for the curriculum inventory.
April 29: The Master Adaptive Learner Framework: This session will explain the Master Adaptive Learner framework to foster self-directed, reflective and adaptive learning in medical education.
May 6: Coaching in Medical Education: This session will equip participants with foundational knowledge and practical skills to effectively implement coaching strategies that support learner growth, self-reflection and professional development in medical education.
May 20: Self-Regulated Learning and Student Learning Process: For students, the session will provide the knowledge to identify and describe the three core phases of the SRL cycle (forethought, performance, self-reflection) and teach students how they can apply them to their medical studies. Faculty and staff will learn to identify and describe at least one resource or support service available to students that can help them develop their SRL skills, such as academic coaching, peer tutoring or study skills support, and how to refer students to these resources.
Updated session lineups are available here.
For additional information, contact Curriculum Development Consultant Tonya Anderson at edutechdiva@wayne.edu.