School of Medicine > Office of Education
Skip to main content
Office of Education
Go Search
Educational Programs
How To Teach
Events Calendar
Med Journal RSS Feeds
Faculty Affair Resources
Student Resources
Campus Photos
Archived Articles

Office of Education Home
The Simulation Centers at WUSM
Standardized Patient Program
Doctoral Degrees
Medical Doctorate - MD
Doctor of Physical Therapy (DPT)
Postprofessional Doctor of Physical Therapy (PP DPT)
Occupational Therapy Doctorate (OTD)
Doctor of Audiology (AuD)
WUSM PhD Programs
Medical Scientist Training Program
PhD in Movement Science
PhD in Speech & Hearing Sciences
PhD Program in Human & Statistical Genetics
PhD Program in Molecular Genetics & Genomics
PhD Developmental Biology & Molecular Cell Biology Programs
WUSM Master's Programs
Master of Population Health Sciences
Master of Science in Deaf Education
Master of Science in Genetic Epidemiology
Master of Science in Psychiatric Epidemiology
Master of Science in Clinical Investigation
Additional Degree Information by Program
Division of Biology & Biomedical Sciences
Program in Audiology & Communication Sciences
Program in Occupational Therapy
Program in Physical Therapy
How to Teach
Resources for Advanced Training & Professional Dev.
Clinical Research Training Center (includes Pre & Post Docs)
Graduate Medical Education
Institute of Clinical & Translational Sciences (CTSA)
Office of Postdoctoral Affairs
Internship & Residency Information Site
The Teaching Center, Danforth Campus
Continuing Medical Education
Faculty Resources
Office of Faculty Affairs
Alliance for Academic Internal Medicine
Health Education Assets Library
AAMC MedEdPortal
Info Tech (IT) Links
Bulletin of WUSM
AV & IT Services
WUSM Bookstore (Barnes & Noble)
Bernard Becker Medical Library
WUSM Academic Calendars & Events
FLTC - Farrell Learning & Teaching Center
Office of Medical Student Education
Office of the Registrar
Office of Diversity Programs
Office of Admissions
Student Health Services
Financial Aid
Student Organizations
Medical Student Government
BioMed Research Apprenticeship Program for Undergraduates
Young Scientist Program For High School Students
Mini-Medical School
Events Calendar
Med Journal RSS Feeds
How To Teach
Student Resources
Transportation Services
Protective Services
Protective Services
Campus Photos
Archived Articles
2009 Goldstein Leadership Awards Recipients
Teaching Articles
IT Articles

 Current & Past Teaching Links

Approximately once per month, the Office of Education emails WUSM course masters and teachers links to various articles that our teachers might find useful and or interesting.  We invite our teachers to review the materials and, if they find the content beneficial, to forward to other lecturers within their course.  Current and past materials are appended below.

If you would like to be added to the monthly Teaching Information email distribution list, please email:

2013-2014  TEACHING LINKS:

(You may need to log in from a WUSM computer to receive full access to the below links / articles.)

The Website Journal Page is frequently updated with several forms of teaching information that may be of interest to WUSM educators.  Information includes in-depth reviews and articles prepared by members of the Teaching Center staff summarizing recent research and perspectives on complex issues in teaching and learning.  Recent topics include reviews of the effects of laptops and other mobile devices in the classroom; a report with highlights from the recent i teach faculty symposium day; and an article on the new active-learning classroom spaces on the Danforth campus.  The Journal also has a collection of links to recent research on teaching and learning in higher education -- with a frequently-updated  "Around the Web" section. " 

  • The December 2013 /January 2014 information is to an article on Humility and Respect in Medical Education, by Larry Gruppen, and is a timely reminder of several important, but under-discussed aspects of teaching and  learning. This brief article highlights the importance of being able to identify what we, as medical educators, know about teaching and learning, and what we ‘know not.’  Helpfully, the article (see "Archive" section of this website for the article) provides several specific suggestions on how to improve teaching by increasing humility and respect.  Key ‘take-home’ ideas include the importance of:
    1. Embracing and being open to the feeling of ‘knowing not’, and in doing so, opening yourself to checking and rechecking your ideas about the best approaches to teaching through conversations with colleagues, students and educators from different departments and disciplines.
    2. Learning from multiple theoretical perspectives on how people learn, noting for example, the contributions of cognitive theories of teaching and learning and social learning theories. Drawing on multiple theoretical perspectives can help instructors develop a broad set of tools through which teaching can be considered and, ideally, improved
    3. Learning from the multiple perspectives of colleagues, particularly those who may have different points of view on what they consider to be the best and most essential practices in teaching. Gruppen suggests that humility and openness are crucial for successful learning from these types of interactions.
    4.  Identifying and working to overcome common obstacles to incorporating humility in respect in medical education. These obstacles include an all-too-human tendency to want to feel confident in how we approach complex situations – particularly teaching – and  confidence in our habits of organizing and explaining the way things work. Gruppen notes that “Confidence can be a sign of danger because it is not strongly correlated with truth or correctness.”
  • The October teaching information update is to a brief commentary on the flipped classroom model in Medical Education by Debra DaRosa, Professor of Surgery at Northwestern University’s Feinberg School of Medicine.  Dr. DaRosa’s article picks up on last month’s teaching link by Prober and Khan (2013) and extends the conversation by proposing two additional elements that Dr. DaRosa suggests are required for successful “flipping”.

    The additional recommendations are based on Dr. DaRosa’s experience implementing flipped classroom teaching at Northwestern. These additional elements include 1) faculty development opportunities that support and guide implementation and 2) a recognition of the role of individualized learning trajectories within the flipped classroom model.

    If you would like to discuss applying the flipped classroom model in your teaching, please contact Carolyn Dufault, Education Specialist, Office of Education, at:

  • September link is to a recent article in the journal Academic Medicine on "flipping the classroom."  The lead author, Charles Prober, Senior Associate Dean for Medical Education at Stanford University, was a keynote speaker at the WUSM Education Day this past spring, and Dr. Prober is a strong advocate for incorporating digital-learning into medical teaching.  His co-author, Salman Khan, is the founder and director of Khan Academy (, one of the earliest and best-known examples of flipped-classroom teaching.  As interest in this method grows, the authors describe why and how flipped-classrooms may reshape medical education in the years to come.   Prober, C. G., & Khan, S. (2013). Medical Education Reimagined: A Call to Action. Academic Medicine.

  • August link is to a brief article from the journal Medial Teacher.  It provides twelve key tips on teaching reflection to medical students. Most medical educators would like their students to become reflective about learning.  Research in this area has demonstrated that reflection can promote deep learning, increase professionalism and, ideally, help students to establish a life-long habit of valuing self-improvement.  But how do you teach your students to be reflective learners?  The author has helpfully ordered the twelve tips sequentially, beginning with the early steps of designing reflective exercises, followed by tips on implementing and assessing reflective learning.  All of the tips are based on a thorough review of the literature, and they are designed to be broadly applicable to all medical educators.
  • July link is to the journal Medical Education, which is geared towards medical teaching faculty.  As noted previously, this journal explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Who is Responsible for Learning," which is part 3 of this topic. (Parts 1 and 2 were the the May and June links respectively.)

The link discusses different levels of learning and teaching. There is also a section on how learners engage not only in activity presented by the framework of the instructor, but how they self-direct their own learning efforts.

  • June link is to the journal Medical Education. Designed as a resource for medical teaching faculty, Medical Education explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Higher Order Thinking," which is part 2 of the topic “How Do Medical Students Learn.”  (Part 1, entitled "Remembering," was last month's link.)

    Higher order thinking is a necessary part of learning medicine, and the cultivation of recall and analysis is essential for clinical and diagnostic problem-solving.  This discussion of higher order thinking also includes intentional role modeling, integrated case learning, and discovery-based learning.

  • May link is to the website Medical Education:

    Designed as a resource for medical teaching faculty, Medical Education explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Remembering," which is part of that broader section.

    ‘Remembering’ is a necessary part of learning medicine, not only with respect to memorization and recall (facts, theories, data, etc.), but also with respect to reasoning and analytical skills.  The discussion of remembering includes the TED talk of Tom Wujec, a leading figure in the cultivation creativity and innovation; provides an overview of how memory works; and offers some tools for helping students learn, retain, and master the vast amounts of material they are exposed to during their education. 

  • April link is to an article entitled “Giving feedback in clinical settings" by Peter Cantillon and Joan Sergeant in the British Medical Journal (BMJ).

The purpose of giving feedback is to encourage learners to think about their performance and how they might improve.  This article discusses what good feedback is, barriers to giving feedback, and how best to do it.

  • March link is to following article, “A Controlled Study of Improvements in Student Exam Performance With the Use of an Audience Response System During Medical School Lectures”, Stoddard, Hugh A.; Piquette, Craig A.  This article discusses how Improvements in test scores can be influenced by the inclusion of questions in the lecture either with or without ARS technology.

  • January 2013 link is to article, The self critical doctor: helping students become more reflective, by Driessen, Erik; Tartwijk, Jan van; Dornan, Tim.  Reflection is an essential for medical personnel.  This article explains various tools that medical educators can use to help students become more reflective.


  • October link is to The ECAR Study of Undergraduate Students and Information Technology, 2012.    The study asked undergraduates to comment on their behaviors, preferences, and satisfaction in regards to information technology.   While this survey was completed by undergraduate students, you will find many issues relevant to our medical students as well.

  • September link is to the article “Role modeling—making the most of a powerful teaching strategy; Cruess, Sylvia; Cruess, Richard; Steinert, Yvonne.

    Role modeling is a powerful teaching tool. This article discusses the strategies for helping doctors become better role models. Such strategies discussed include being aware of the impact of modeled behavior, creating time to facilitate dialogue and reflection with students, and learning how to articulate what we are trying to model.

  • August link is to the article “Teaching when time is limited,” by Irby, David; Wilkerson, LuAnn.

Teaching in small increments of time during patient care can provide powerful learning experiences for trainees. This article explores the ways that clinical teachers might do this in a time efficient way.


  • June link is to the TEDMED library of videosTEDMED, a collaborative partner with the TED Conferences organization, is a community of cutting-edge thinkers and doers from the fields of health and medicine, as well as experts in business, government, technology, and the arts, who come together to consider the challenges of modern medicine and the opportunities to apply cross-disciplinary expertise to the practice of health care.  Every year, the community gathers at the annual TEDMED Conference, where speakers and participants have the chance to connect and collaborate.  Some hightlights of the videos include:  Marc Triola and John Qualter preview of BioDigital Human, a web-based 3D virtual anatomy model.  Leslie Saxon shows the diagnostic and data potential of marrying smartphone technology with heart implants.

  •  April link is to the article “Improve your Lecturing,” by Held, Sam and  McKimm, Judy.   

This article describes teaching large groups through lecturing, considers how lecturing can be planned and structured, explores techniques teachers can use to maximize learning, and suggests how to avoid common pitfalls.

  • March link is to the teaching module “ Effective Teaching in the Clinical Setting”, by Mark Quirk. This teaching module illustrates similarities between teaching and doctoring and defines a basic set of teaching skills.

  • February link is to the article “Applying Knowles’ Andragogy to Resident Teaching,” by Bennett, Elisabeth; Blanchard, Rebecca, et al.

  • January link is to the Toolbox for Medical Educators, which is a new online "toolbox" of teaching resources developed for medical educators who are teaching ethics and communication.

 For prior articles, please click on Archived Articles on the tabbed menu.


 Current & Past IT Links

Once a month, the Office of Education emails WUSM course masters and teachers links to various IT articles that WUSM teachers might find useful & interesting, and we invite them to review the materials and, if they find the content beneficial, forward to other teachers within their course or department.  Current and past IT links are appended below.

If you would like to be added to the monthly IT email distribution list, please email:

2013 IT LINKS 

  • June link: Is to article entitled "7 Things you Should Know about Microlectures," written by the Educause Learning Initative.   This article identifies and explains what microlecture are, and the benefits of using them in the classroom.

If you are familiar with the Khan Academy or TED-talk presentations, then the concept of the microlecture is already familiar to you. Microlectures are brief, focused presentations that can be used as components in online or face-to-face teaching.  As digital recordings, microlectures are available to students via their laptops and tablets and can be accessed at the convenience of the end user.  Microlectures can summarize key concepts, focus student attention on important topics, or address problem areas being encountered by the learner.

  • May link: Is to article entitled "The most innovative Medical Apps of 2012," written for the iMedicalApps website.  This article identifies and showcases innovative apps in different areas (e.g., patient education, clinical reference).  Most of the apps mentioned in the article are free to download.

  • March link:  Is to a Chronicle of Higher Education article regarding tips for teaching, technology, and productivity and entitled “Grading with Voice on an iPad."  By using an  app called iAnnotate, an instructor can write comments on PDFs, but also add voice comments, allowing for more detailed and personal explanations that otherwise might not be included.  

  • February link: Was created by Manchester Medical School.  Pay special attention to the videos from medical students that explain how they, as medical students, use iPads.

  • January link: Is to the article, "The self critical doctor: helping students become more reflective," by Driessen, Erik; Tartwijk, Jan van; Dornan, Tim.  Reflection is an essential for medical personnel. This article explains various tools that medical educators can use to help students become more reflective


2012 IT LINKS:

(You may need to log in from a WUSM computer to receive full access to the below links / articles.)

  • December link:  Top 10 free iPAD Medical Apps.  Editors at iMedicalApps have chosen their top 10 free iPad medical apps.  Information and discriptions of the apps are explained in detail in the following link:

  • November link:  Twitter can be a tool for life-long learning and has potential for use in professional networking, information management, and medical education.  This article describes a stepwise approach to getting started using Twitter and also some practical tips.

  • August link:  The following site contains a good collection of basic technology tips,.  You will find this five-minute read an excellent and valuable resource.

  • June link:  The following well-organized site contains a good collection of case histories - including links to imaging, and clinical examination and procedure websites - making this a feature-rich site with a strong focus on clinical learning.  The blog is a part of the Clinical Cases and Images project which was also featured in the British Medical Journal.  Health News Updated Daily by Assistant Professor at University of Chicago, Internist and Allergist.

  • March link:  The following article: The 2012 Horizon Report; annual report, is a collaborative effort between the EDUCAUSE Learning Initiative (ELI) and the New Media Consortium (NMC). Each year, the report identifies and describes six areas of emerging technology likely to have a significant impact on teaching, learning, or creative expression in higher education within the next five years. These emerging technologies are described in chronological order of their increasing presence within institutions and educational environments.

  • February link:  The thing that most typifies educational technology in today's various educational environments is its constant change. But with dozens, even hundreds, of new products coming onto the market each year, which ones are destined to become revolutionary? Which will become integral to teaching and learning? Which will try, but ultimately fail, to succeed in a market increasingly crowded with options? Read what these educators and technology directors identify as the most important trends of the past year and what they predict for 2012.

  • January link:  Lecture-capture software is becoming increasingly integrated into medical school curricula across the country. In short, lecture capture refers to any technological system that allows activities in a lecture hall other teaching environment to be recorded and made available digitally to student participants. Though some presenters are reluctant to embrace the technology fearing that it will negatively impact the real-time dynamic between lecturers and students, there are considerable advantages and possibilities created through the use of a lecture capture system.

The following Educause website has enumerated seven key points that are an excellent reference for understanding lecture capture systems and why so many institutions are adopting them.

 For prior IT links, please click on Archived Articles on the tabbed menu.

 ‭(Hidden)‬ Content Editor Web Part

 Archived Links

  Archived Teaching Links
  Archived IT Links