Starting Jan. 7th, we will provide Faculty Feed each Friday. Join us next week with Dr. Russ Farmer as we discuss strategic questioning and the Questioning Aid for Rich, Real-time Discussion (QARRD).

What does the movie Moneyball, the story of the 2014 Kansas City Royals professional baseball team’s adoption of small incremental practices that brought them from obscurity to the World Series, have to do with teaching more effectively? This movie was the inspiration for the book Small Teaching: Everyday Lessons from the Science of Learning by James Lang (2016). Like the incremental practices that got the Royals on base to score runs, the underlying principle here is the same. Small, incremental educational practices that increase learner engagement drive better learning than passive listening to the professor in the classroom or the faculty member telling students and residents things in the clinic or on hospital rounds. Join Drs. Jerry Rabalais and Staci Saner as they discuss easy, practical things that can be done by the faculty member in both the classroom or in the clinical teaching environment to increase learner engagement and therefore learning significantly.

For a deeper dive into this topic, check out our online module on these principles with practical suggestions that you can implement in your teaching at: https://rise.articulate.com/share/9e35Z1bUx6y-VYFKVrnskKDIBWxd8HyQ

Important Links -

Resource & Program Center

Sign-up for Spring Reading Circle

Contact Staci Saner if you would like to participate in the HSC Educator Grand Rounds - [email protected]

Joining us this week on Faculty Feed, we have Dr. Mike Metz from the University of Louisville School of Dentistry to discuss his latest educational research. Learn about this great research study and how HPE faculty can help learners at all levels be more self-directed in their education. Take a listen!

Dr. Metz's research was also featured on a blog post by The Learning Scientists

Citation of the article in Journal of Dental Education:

Metz, M. J., Immekus, J. C., Lyle, K. B., & George, C. E. (2021). Effects of active engagement and spaced retrieval practice on knowledge and application of a self‐assessment rubric. Journal of Dental Education

Find the Office of Faculty Development's Program & Resource Center here.

Join the December 10 - Educator Grand Rounds with Dr. Tim Followell. 

Join us on 12/10 for our next episode with Dr. Mike Metz from ULSD.

Has a learner ever told you that they’re just not good at a certain subject? Many learners have this “fixed mindset,” in which they believe their abilities and talents are innate and thus cannot be improved. This contrasts a “growth mindset,” in which one believes that effort can develop talents and abilities—and thus challenges are viewed as an opportunity to improve rather than as a barrier. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner discuss the crucial topic of mindset. We review the transformative mindset framework by Carol Dweck and discuss what we can do to promote a growth mindset for ourselves, our learners, and our organization.

Citation for the book we discussed: Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc.

Important links:

HPE information for Spring 2022: 

Access SharePoint:

Educator Grand Rounds for November 30 

Educator Grand Rounds for December 10

Join us next Friday when we discuss Mindset.

Have you ever struggled with giving feedback to a learner? Most learners feel that they don’t receive actionable feedback on their performance, and feedback often impairs performance by threatening self-esteem. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner tackle the crucial topic of feedback with Dr. Sara Multerer, Residency Program Director, Department of Pediatrics. We review the latest research and discuss what we can do to promote feedback aimed at professional development by creating a feedback culture in our organizations.

Citation for the article we discussed: Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. (2018). Twelve tips to promote a feedback culture with a growth mindset: Swinging the feedback pendulum from recipes to relationships. Medical Teacher, 41(6), 625–631. https://doi.org/10.1080/0142159x.2018.1432850

Additional links: Blog: Promoting a Feedback Culture Pt. 1

Promoting a Feedback Culture Pt. 2

Join the next HSC Reading Circle for Spring 2022 - Sign up here! 

HSC Faculty Development SharePoint site - UofL only - will need to log in with UL credentials

Graduate Certificate in Health Professions Education - For UL faculty & staff select here, if you are not part of UL get more information here.

For more information about the Office of Faculty Development at the University of Louisville Health Sciences Center - email [email protected]

In busy clinical learning environments, faculty often resort to telling learners information, but this passive activity (for the learner) does little to make learning stick. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner discuss how to enhance the effectiveness of our teaching by asking good questions: open-ended questions that stimulate more than fact-based answers so that we can surface knowledge gaps and allow the learner to demonstrate their critical thinking skills. Join us to dive deeper into why telling alone is not sufficient and to learn how strategic questioning and waiting for answers make for better learning. Consider reading the blog of the same name to learn more. https://louisville.edu/hsc/faculty-development/facultyfeed/telling-is-not-teaching