Teaching for Transformation: Annual Conference+
Teaching for Transformation is a three day immersion in the education paradigms and practices needed for today's health care work.
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Teaching for Transformation: Annual Conference+ (TforT:AC+) is a three day immersion in the education paradigms and practices needed for today's health care work. TforT: AC+ involves keynote facilitated sessions, nominated emerging work (NEW), workshops, submitted short talks, roundtables, and space for open dialogue. TforT:AC+ will take place online, enabling an international reach.
TforT:AC+ is more than a conference. Registration limited to foster a dialogic learning environment. Additionally, registrants will gain access to a private website of resources and activities for their ongoing use and an online community of support.
Please visit our Conference Website to view program and speaker details.
We invite Short Talk abstracts on finished studies, works in progress, or innovations on the topics of transformative education, transformative learning, critical pedagogy, and more--within the context of health professions and health sciences education. Short Talks will be 10 minutes long with 5 minutes for questions.
Abstract Deadline: Monday February 14, 2022, 11:59pm EST.
Abstract Review Committee: Beck McNeil, Jeffrey Kiyoshk Ross, Sarah Wright (Chair)
Abstract submission is now closed.
Please contact us if discounted rates are needed.
27MayThis workshop engages participants in activities that review examples of the positive and negative effects of the Hidden Curriculum. Participants are provided with practical tips in keeping track of Hidden Curriculum effects as part of an overarching approach to quality improvement in HPE.
2JunJoin our discussion of provocative questions about the roles of co- and socially-shared regulation of learning in healthcare, and how they are assessed.
2JunThis workshop introduces key strategies related to teaching in the clinical setting. Participants will learn how to apply strategies to enhance the educational climate and compare/contrast different preceptorship models. We discuss the importance of transparency and non-hierarchical teaching approaches.