TBL is a method that shift the role/function of the teacher to a ''guide on the side'', and the role/function of the students from passive recipients into taking ownership in the acquisiton of information and learning to apply that information in different context/problems.

The objective of the course is to provide the instructor  with:

1. Methodology to conduct any of the three types of simulation: (a) skills, tas, and procedure training; (b) lecture animation; and (c) immersive patient care management experiences. Also to understand the different roles, such as, facilitator, content expert, debriefing leader, etc, and their respective time investments.
2. Develop effect scenarios and to conduct productive debriefing sessions with varying learner groups
3. Orient of the appropriate use of and access to the Medical Simultaion Center.

Thecurriculum address multiple aspects of academic assessment: student/resident learning and acquisiton of competencies, faculty teaching and education effort, program efficacy, and institutional alignment of resources and supports furthering its education mission.  This program intends to prepare paritcipants to develop and lead effective and comprehensive assessment efforts at their home institutions at multiple organizational levels. Every participant that complete this workshop becomes a Harvard-Macy Scholar.

Practical introduction to the principles and techniques of teaching a learning theory, as well as group theories, processes, and dynamics, as applied to the health professional clinical setting and classroom.

Introductory and interactive sessions, covering and demonstrating the basics of TBL. 2nd day was dedicated to "Designing Good Appolications Questions," learning skills to write questions that will stimulate student interest and discussion within and between teams.  In addition, we had time to one-to-one consultation with Dr. Koles regarding our specific interest, looking for guidance.

AAA = American Association of Anatomist

Orgaized by LLU-IFAC/Faculty Development/ Office of Provost

The purpose was: "Masterinr the NIH Grants Process and Research/Training Mechanisms - A Roadmap Toward Successfully Funded NIH Applications.

The Strategic Plan had three main goals: research, research infrastructure (research training, career development & institutional capacity), and public information and community outreach (on the latest advances in health disparities research).

Professionals involved in the anatomical science education come together to share and learn from each other experience, looking for excellence and better way to engrave life long learning skills in anatomy.

The goal of this Harvard Macy Program is to enhance the professional development of physicians, basic scientists and other healthcare professionals as educators. The program combines five major themes: Learning and teaching, curriculum, evaluation, leadership, and information technology. The program provides a select group of 55 healthcare professionals with the knowledge base and skills to enhance their expertise in both conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions. The program consists of two sessions in residence at Harvard: an 11-day winter session and an 6-day spring session. Learning formats include large-group presentations, interactive exercises, problem-based learning, observations, reflective use of journals, and discussion in large and small groups. A variety of faculty-facilitated small-group formats are used to support learning from observation, to draw together scholars with common interests, and to further the development of each scholar''''s back-home project for educational change.