College of Medicine - Faculty Development: Training and Events

-Define the concept of flipping the
classroom and active learning
-Describe ways to flip your online classroom
-Examine challenges professors may face in a flipped environment
-Identify the available tools and services offered at CETLA

Learning Objectives:
- Understand the formulation of a well-built clinical foreground question using the PICO model
- Apply the PICO elements in identifying search terms/concepts used in searching for
evidence-based literature in the OVID database.
- Select the best study design that will yield the highest level of evidence to answer a specific
clinical question that relate to therapy, diagnosis, prognosis, or etiology/harm.

1. Interactive and Adaptive Learning
2. Board Review and Test Prep Resources
3. Clinical and Bedside Resources for COVID-19

Jeremy Gunnoe, MSLIS. Assistant Director of Operations, Louis Stokes Health Sciences Library
Kristin Chapman, MLIS. Clinical Librarian, Louis Stokes Health Sciences Library

Jeremy Gunnoe, MSLIS. Assistant Director of Operations, Louis Stokes Health Sciences Library
Kristin Chapman, MLIS. Clinical Librarian, Louis Stokes Health Sciences Library

Kristin Chapman, MLIS. Clinical Librarian, Louis Stokes Health Sciences Library

Anitra Denson, M.D., MPH Perinatal Coordinator for HIV/AIDS/Hepatitis B, STD, and TB Administration DC Department of Health

Stafford Battle, B.A.. Office of Curriculum, Howard University College of Medicine

Lekidelu Taddesse-Heath, MD, Associate Professor Pathology, Assistant Dean of Assessment and Accreditation Director, Hematopathology Department of Pathology, Howard University, College of Medicine

By the end of this training session participants should be able to:
1. Describe the goals of active learning
2. Apply various active learning methods
3. Design cases for discussion effectively
4. Demonstrate characteristics of an effective facilitator
5. Implement solutions to challenges in group discussions