Hot Topics in Health Professions Education

A seminar series for educational leaders and those who teach, the Hot Topics in Health Professions Education sessions are designed to provide attendees educational foundations in: pedagogical evidence, areas of controversy, and emerging ideas in health professions education. Hot Topics in HPE are held on the fourth Tuesday of every other month, from 12:00-1:30pm, with videoconference access to all distributed sites.

Examples of topics may include: theories of learning, identity formation, competency-based curriculum, clinical decision-making, feedback, assessment, and much more!

While these sessions are a component of the Educators Leadership Program (ELP), the Hot Topics in HPE series is open to CHES members, the health professions education community at UBC, and anyone else who is interested in health professions education.

Learning Objectives:
By the end of the session, participants will be able to:

  1. Describe the foundational elements of teaching and learning that supports this hot topic.
  2. Discuss how this hot topic has or could be applied to their educational leadership setting/context.

For questions, feedback, topic and/or presenter suggestions, or to request a calendar invite to Hot Topics in Health Professions Education, please contact: ches.communications@ubc.ca.


September 2019 Hot Topics

Why do we Teach like we Teach? Revealing Learning Theories at Work

Dr. Deborah Butler

Date: Tuesday, September 24, 2019

Time: 12:00pm to 1:30pm

Locations:

  • LSC 1312 (host venue)
  • DHCC 2262
  • CWH SHY F414
  • NHSC 9-374
  • RJH CA 011

Remote Access: Additional access options are available. Please email ches.communications@ubc.ca to request remote access.

Evaluation form: If you attended this session, click here to complete the evaluation form.

Objectives

  • Recognize how learning theories underlie pedagogical choices we make day-to-day
  • Provide an overview of key learning theories that have been influencing pedagogical practice across the past century
  • Identify learning theories that are gaining traction currently in research and practice, and explain why they are coming to the fore
  • Surface theoretical perspectives that might be shaping their own assumptions about and approaches to teaching
  • Imagine how they can build from learning theory to plan for teaching and learning activities in their contexts

Abstract

In this session participants will have an opportunity to identify key learning theories that have been influencing educational practice over time. They will be supported to: (a) recognize how theoretical lenses fundamentally shape the ways in which teaching and learning are conceptualized and constructed, (b) identify theoretical influences present in health professions education today, and (c) understand why particular kinds of learning theories are gaining traction in research and practice (e.g., attention to “active learning”; adding a focus on social and cultural dimensions of teaching and learning). Throughout the session, participants will be supported to reflect on how theoretical perspectives might be influencing their own assumptions and practices (more or less consciously), and to imagine how they could choose and then intentionally build from learning theor(ies) to plan for teaching and learning in their own context.


Accredited by UBC CPD

 

 

The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 9 (1.5 per session) Mainpro+ Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.

RCPSC Accreditation

Hot Topics in Health Professions Education is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada.