Teaching

The Centre for Faculty Development (CFD) has transformed its Guide to Reflexive Education Development (commonly known as “The Tree”) into an interactive eLearning tool. This resource supports educators to develop reflexive questions to inform and guide their education development practice. The CFD continues to provide consultative support, and regularly updates the resource with responses to commonly asked questions.

This article seeks to clarify the origins of each, identify the similarities and differences between them, and delineate the types of teaching and assessment methods that fit with critical reflection and/or critical reflexivity.

This guide provides educators and facilitators with reflexive questions to inform education development, teaching and facilitation.

These guidelines will help you reflect on ways in which you are or may want to apply the Universal Design for Learning guidelines to your course.

Builds capacity by enhancing competence in education leadership, scholarship, curriculum and teaching thus facilitating opportunities for advancement.

Nine steps to creating a successful live virtual patient group.

Create the most effective program for your target market.

The purpose of this framework is to promote an equitable and inclusive learning environment and to embed a health equity lens into the planning, development and delivery of education and training initiatives.

Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on coverage of material, learning outcomes articulate how students will be able to employ the material, both in the context of the class and more broadly.

Framework and resources to change the design of the learning environment rather than change the learner.