Faculty Development

Effective Feedback Course

This course is designed in collaboration with Accreditation Council for Graduate Medical Education (ACGME) as part of a cooperation agreement to run a regional hub for courses offered to OMSB faculty. 

As one of the essential functions of OMSB, structured Medical Education Program was proposed to support faculty development training.  The program has three tiers with faculty progressing from base tier (Foundation in Medical Education), middle tier (Medical Educator – Intermediate) and highest tier (Medical Educator – Advanced).  Feedback workshop is one of the activities in base tier of the program, designed and developed as online courses and will target all faculty within two years of appointment as trainer.

Faculty Development

Planning and Evaluating Teaching

Many teachers teach based on how they were taught. Unfortunately, how we were taught often didn’t make best use of learning principles. Education has advanced rapidly since most of us were students. Also, what works best in learning is often counterintuitive. For example, what we like may not actually be good for our learning.

This course is intended to provide principles on how best to approach teaching experiences that optimize learning for participants and help you improve your teaching practices.

Course Director: Raghdah Al Bualy

Workplace based Teaching and Learning

This course aims at strengthening participants' knowledge of and practice with workplace based learning and teaching. The participants will develop awareness about and have the opportunity to practice competencies related to workplace based learning and teaching. The modules will give an overview of how to recognize and use teaching moments in the clinical settings, Socratic questioning, observation and feedback.  Furthermore, the participants will be able to develop optimal training system for postgraduate training.

Faculty Development

Workplace Based Assessment Tools

The course is intended to have multiple modules for each of the WBA tools. Each module will give an overview of the tool, and tips on how best to utilize them or fill them out. The modules will be added as we progress over the next few months. Two initial modules are the CBD and Mini-CEX. We have selected these two modules as they are currently either misused or underutilized by residents and faculty in the various programs.

Course Objectives:

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

1.  Recognize the differences between the various workplace based assessment tools.
2.  Identify when and why to use the various WBA tools.
3.  Use the WBA tools appropriately.
4.  Overcome problems related to WBA process.

Course Faculty:

Raghdah Al-Bualy, MHA, MHPE;  Head of Assessment & Performance Section, Acting Director of Graduate Medical Education Department, OMSB
Suad Al Balushi, MD, OMSB, Arab Board (EM)
Mohamed Al Shamsi, MD, FRCPSC, Fellowship - Pediatric Emergency

Course Type:  Fully Online

Target Participants: 

• Education Committee Members, Associate Faculty, Assistant Faculty

Course Director: Raghdah Al Bualy

Developing Faculty Competencies in Assessment

The OMSB-ACGME Faculty Development Course is a 3-day program on assessment for faculty from across OMSB programs who teach GFP trainees, residents and fellows across different specialties. The goal of this course is to provide attendees with the essential skills to be able to assess and provide feedback to trainees.

It is crucial for faculty to have a shared mental model on assessment criteria and expectations. Furthermore, faculty should have a shared understanding of the data required from multiple sources in order to consolidate and make performance judgments (sometimes without having worked with the trainee). The course will equip faculty with the skills required for assessment through a mix of lectures, workshops, and practical hands-on experience.

Course objectives:

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

1.   Discuss the implications of competency based medical education

2.   Employ tools for effective assessment and feedback

3.   Understand and apply techniques to improve direct observation

4.   Identify skills to run effective Clinical Competency Committee (CCC) meetings