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College of Medicine - Faculty Development: Faculty Retreat 2016


The theme of this retreat is to think about 21st century learning approaches and create a vision of what that might mean for us as an institution. The Aspen Institute Task Force on learning report in education offers a vivid vision of what this might look like” “Kids can attend class anytime, anywhere in courses tailored to their own learning style, and at their own pace. We can create an education system where instead of time being the constant with learning the variable, the constant is mastery of content and the variable is time”.  Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

Swati Jain Goel, Assistant Dean, Office of Faculty Development 

Faculty Retreat at AAMC

Event Photos


Plenary Speaker:             


Harry Goldberg, Ph.D., Assistant Dean

Director of Academic Computing and Faculty Member,

Department of Biomedical Engineering

Apple Distinguished Educator

Johns Hopkins School of Medicine

Baltimore, Maryland

Is Low Classroom Attendance a Symptom of a Larger Problem in Modern Medical Education?

In this interactive session, we will explore the challenge of low class attendance from the perspective of content retention, student engagement, and content relevance. Participants will help uncover the value of peer instruction, crowd sourcing of content, and new methods of presenting information that help personalize the learning experience. The traditional academic roles of the faculty member and of the student will be challenged and reconstructed using frameworks that are based on current trends and levels of understanding.  

By the end of this session participants will be able to:

Identify several potential causes of low class attendance

Redesign the traditional lecture experience to be more engaging and

Compare and contrast different methods of instruction

Engage: Create Excitement and Enhance Learning

Constance R. Tucker, Ph.D., Assistant Dean

Faculty Development, Assistant Professor

Virginia Commonwealth University School of Medicine

Richmond, VA

“The modern digitally empowered learner, the unremitting expansion of biomedical knowledge, and the increasing specialization within the practice of medicine drive the need to reimagine medical education” (Prober & Khan, 2013). Preparing medical students to be active and engaged is essential to effective student learning and productivity. This talk will summarize and engage participants in numerous strategies to promote active learning which are those instructional activities involving students in doing things and thinking about what they are doing.  Participants will engage in discussions about the effectiveness of Just-in-Time Teaching (JiTT), Concept Mapping, Case Based Learning, Process Oriented Guided Inquiry Learning (POGIL), and Team Based Learning (TBL)."

By the end of this session, participants will be able to:

  • Describe multiple instructional strategies that promote engagement
  • Select strategies most appropriate to your learning environment and
  • Reflect on how you might utilize at least one instructional strategy to engage learners

Additional Material from Speakers

Tucker CR. If medical education was a discipline, she would have five core competencies.Med Teach. 2017 Jul;39(7):783-784. doi:10.1080/0142159X.2016.1270435. Epub 2017 Jan 18. PubMed PMID: 28097957.



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