This online seminar and its accompanying article focus on learning objectives and assessments, which serve as essential elements to measure learning and ensure that students have grasped and acquired the intended concepts. Educators rely on observable behaviors and demonstrated knowledge as indicators of students’ skills, knowledge, and dispositions, which may include creating a concept map, demonstrating suturing skills, or communicating compassionately with patients. If a student could not successfully perform these objectives before instruction and can perform them after, it is presumed learning has occurred. These desired observable behaviors are defined and communicated in learning objectives, which are short statements of what a learner will be able to do as an outcome of instruction. Likewise, these desired skills and knowledge are measured by assessments, which are aligned with the objectives in order to optimize learning. 

This online seminar and its accompanying article focus on the topic of Effective Presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably and efficiently. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. Our host, Dr. Peter Horneffer shared with us some key multimedia concepts that can help facilitate the development and implementation of effective multimedia into the educational process. 

ABSN programs present unique challenges to both students and faculty. Studies have found that ABSN degrees have higher attrition rates, and are more diverse in life experience, age, gender, and ethnicity than traditional nursing programs. Even predicting success has been found to be different, in that a correlation between preadmission science scores may not be the most accurate gauge of NCLEX success for ABSN students. This session fosters a collegial discussion, offering you tailor-made strategies for the success of accelerated students and the faculty who lead them.

This online seminar and its accompanying article focus on the topic of Instructional Design, which has been defined as a body of knowledge that prescribes actions to optimize learning outcomes, therefore linking learning theory to educational practice. The systematic design of instruction entails all steps necessary to ensure the development of high-quality learning experiences. Our guest speaker, Dr. Atsusi “2c” Hirumi, shares with us some key instructional design concepts and his important work on agile evidence-based design which facilitates an effective implementation of instructional design steps into the educational process.

This online seminar focuses on the topic of metacognition. Defined in the literal sense as “thinking about thinking,” it is a crucial part of effective learning and is often insufficiently emphasized. Our guest speaker Dr. James Folkestad, who is a professor in the School of Education of Colorado State University (CSU) and a faculty member within the Organizational Learning, Performance, and Change (OLPC) Program, shares with us his important work on metacognition and behavior modification.
We hope this session will empower faculty and students alike to incorporate the principles of metacognition in their daily educational practices.

This online seminar focuses on active learning which engages students in dynamic learning approaches and promotes better retention of critical medical knowledge. In this session, we explore the science behind the educational practices of elaboration, generation, and reflection, which are especially important in the education of future health professionals, and suggest practical applications for physical and digital classrooms.

This online seminar focuses on the evidence-based method of retrieval practice to help conquer the “forgetting curve” and foster durable learning in medical students. We examine the science behind the educational practices of spaced retrieval, active recall, and the testing effect, and suggest applications for your physical and digital classrooms. These strategies are backed by years of cognitive research and support the goal of enabling learners to retain critical lifelong medical knowledge.

In this session, created by our Next Gen NCLEX® expert team, Prof. Rhonda Lawes shows how to make an individualized teaching strategy that will prepare your students for the question format changes they will be facing soon.

This online seminar provides an in-depth understanding of spacing and interleaving as powerful learning and teaching strategies. Based on the latest findings of cognitive science, these techniques can make teaching more effective and learning more durable. These strategies do not always feel easy to apply, but you will learn why these difficulties are desirable. We explore how spacing and interleaving work and share practical recommendations on their integration into both physical and digital medical classrooms.

This online seminar provides the latest insights in neuroscience and its practical applications for engaging your students and helping them make their learning more effective and durable. Our guest speaker, Dr. Barbara Oakley, Distinguished Professor of Engineering and author of the hugely popular online course Learning How to Learn, shows you how neuroscientific principles can help your students learn and remember better, and reveal the mechanisms behind motivation, focus, and engagement.

Acquisition and retention of knowledge are foundational for the educational process, and in turn for medical practice. This is why implementing learning strategies, which have been found to be effective at ensuring long-term retention of knowledge, is so important. This online seminar explores how an understanding of memory and its different types can be employed within the context of medical education and provide hands-on recommendations for educators to make learning more effective.

Well-being in medicine has been the subject of much discussion, driven by the fulfilling yet demanding nature of medical professions. The pandemic has not only reinforced the need to enhance well-being in its physical, mental, and emotional dimensions, it has created new challenges for medical practitioners, students, and educators. Overcoming these challenges requires a fundamental rethinking of existing strategies and exploring new ways to mitigate burnout and nurture well-being in medical education and practice. This session illuminates the drivers of burnout and the approaches to enhance well-being from three different perspectives, showcasing some fresh and much-needed practical solutions.

The online seminar focuses on prevailing misconceptions in the educational process, and provides an overview of more effective evidence-based strategies. We hope to generate an interactive discussion based on the article’s content and exchange ideas on how we can promote the use of evidence-based learning strategies in our own educational institutions and make the learning process more effective and efficient.

In this session, Prof. Rhoda Lawes shares practical strategies you can implement in the end of the semester to finish strong as a person and a professional, including tips for minimazing student grade appeals after final exams, streamlining documentation, and best practices for student notification letters and communiction.

In this session, Prof. Rhoda Lawes discusses implicit effects of three theories of psychology that impact students and personal behaviors in learning and helps you create an action plan for influencing student’s personal level of responsibility in their learning.

This session focuses on helping medical educators and students understand the science behind evidence-based learning strategies. Implementing these strategies into medical schools’ teaching methods can result in learning outcomes that move beyond familiarity with new material and lead to deeper, long-term retention and mastery of key concepts.

This seminar addresses ways to implement a flipped classroom with a particular focus on the distanced environment. Continuing our theme of finding silver linings in the current pandemic, we point out new advantages which have emerged while teaching remotely. And in keeping with our evidence-based approach to learning and teaching, we focus on active student-centered learning as is optimally conducted in a flipped classroom environment.

This session is designed to highlight opportunities for moving from the current Remote Emergency Teaching to a new paradigm of Highly Effective Evidence-Based Medical Education.

This session is designed to highlight opportunities for moving from the current Remote Emergency Teaching to a new paradigm of Highly Effective Evidence-Based Medical Education.

This session is designed to highlight opportunities for moving from the current Remote Emergency Teaching to a new paradigm of Highly Effective Evidence-Based Medical Education.

This session is designed to highlight opportunities for moving from the current Remote Emergency Teaching to a new paradigm of Highly Effective Evidence-Based Medical Education.

A presentation designed to highlight opportunities for medical and nursing schools for moving from Remote Emergency Teaching to a new paradigm of Highly Effective Evidence-Based Medical Education.

An interview outlining how medical school leaders can be prepared not only to survive disruptive events, but also play a crucial role in the recovery of their organization and community.
“The eye of the storm passed over the island of St Maarten, passed over our school, and gave us an unrequested front row seat.” – Dr. Heidi Chumley