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TEACHING ROLE |
DESCRIPTION |
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Instructor – Presenter
Time commitment:
1-2 contact hours per topic |
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A single instructor
(“lecturer”) presents material to a large group, usually an
entire class. |
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Presenters
are encouraged to engage students in the learning process by
providing preparatory materials (e.g., reading assignments or
problem sets) that students are expected to access before the
class. |
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Instructors may choose
from an array of electronic or traditional audience interaction
techniques to promote problem analysis and critical thinking. |
Related resources to assist you in preparing for
this type of activity:
CPC:
Learning
Activities in the CPC and
Interactive Teaching to
a Large Group
PCC:
About the
PCC and
Ideas on
Developing Problem Sets
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Discussion Panelist
Time commitment: 2-3
contact hours per session |
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Both the CPC
and PCC regularly use expert panels to encourage student
preparation, participation and engagement. |
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Discussion
panels typically include a faculty moderator and 2-4 experts
representing specific clinical, biomedical science and social
medicine disciplines. |
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Panelists are
chosen for their expertise on a topic (clinical condition or
case study) under investigation. |
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CPC panels are
routinely conducted on Monday mornings or Friday afternoons. PCC
panel schedules are more variable and more flexible. |
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Classes
consist of 2-3 hour question-and-answer dialogs between students
and experts. These dialogs are usually about patient cases that
students have previously explored. |
Related resources to assist you in preparing for
this type of activity:
CPC:
Synthesis and Integration panels
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Discussion Group
Facilitator
Time commitment: 2 hours
per session, 2 or 3 times weekly for 10 weeks. (Alternates are
available for planned absences.)
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Two times
(CPC) or three times (PCC) weekly, students assemble for 2-hour
sessions in groups of 6-8 with a faculty facilitator to discuss
patient case studies constructed by faculty to guide their
learning. |
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The sessions
are designed to provide opportunities for students to develop
their skills in collaborative learning, interpersonal
communication, group dynamics, and oral case presentations. |
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These
sessions also help students enhance their mastery of content by
investigating the presentation and clinical work-up of the
patient case study. |
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The focus of
this activity is the collaborative learning process as much as
content mastery. The faculty role is to facilitate and help
guide the discussions rather than to direct or share specific
discipline expertise. |
Related resources to assist you in preparing for
this type of activity:
CPC:
About being a CPC Group facilitator
PCC:
About being a
PCC Group facilitator
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Block Team Member
Time commitment: variable |
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CPC Block
Teams consist of faculty from the departments of biomedical
sciences, clinical medicine and social medicine. |
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The team is
responsible for the construction of learning materials that
constitute a curricular “block” that runs for 3-7 weeks. |
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Team members
collaborate to determine appropriate learning objectives for the
unit, identify faculty presenters, construct a schedule of
suitable learning activities, and develop effective assessment
tools by constructing or collecting test items. |
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Block team
members are also responsible for writing and/or editing the case
studies used in the small group discussions. |
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Case Study
Writer/Reviewer
Time commitment: variable |
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Clinical
faculty are recruited to construct or review and revise the
patient case studies that guide student learning in both
curricula. |
Related resources to assist you in preparing for
this type of activity:
CPC:
Case Template and
Case Writing Tips
PCC:
Case Writing Tips
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Lab Instructor/Examiner
Time commitment: Usually 2
contact hours per session |
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Biomedical
science and clinical faculty supervise, guide and assess student
learning. |
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Class
activities consist of scheduled, structured biomedical sciences
(gross anatomy, histology, immunology, microbiology) and
clinical (patient interviewing, physical examination,
osteopathic manipulative medicine) laboratory sessions.
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Test Item Writer
Time commitment: variable |
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Written and
computerized exams constitute a prominent assessment tool used
to measure student progress toward achievement of curricular
goals. |
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Faculty
members are chosen according to their area of expertise to help
construct test items that address explicit faculty- or
student-identified learning objectives. |
Related resources to assist you in preparing for
this type of activity:
NBOME Item Writing Guide and
OUCOM Multiple Choice Exam Policy
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Clinical Preceptor
Time commitment: Usually 4
hour segments |
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Weekly
(PCC) or bi-weekly (CPC), students are assigned to a half-day
clinical experience in a health care delivery environment
(ambulatory or hospitalized care). |
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Clinical
preceptors supervise students on these encounters and encourage
active engagement with patient evaluations, allowing students to
practice their skills in patient interviewing, physical
examination and diagnostic reasoning, while providing feedback
about their progress. |
Related resources to assist you in preparing for
this type of activity:
Effective Clinical Teaching
Clinical and Community Experiences (CCE) Program web site
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International Missions
Preceptor
Time commitment: 2-
3 weeks |
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OU-COM
sponsors medical missions to the Dominican Republic, Ecuador, El
Salvador, Honduras and Kenya |
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Clinical
faculty deliver medical care to needy populations while
supervising students in this valuable multicultural experience
that combines tropical medicine, working with translators and
managing limited resources. |
Related resources to assist you in preparing for
this type of activity:
International
Programs web site
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