Resources and Tools

Deep and lasting change in medical education requires a paradigm shift from the instructional model of content "delivery" using time, place and content driven pedagogy to one that is learner-centered. Development of our new curriculum ideas requires new strategies for teaching.

This may include changing and enhancing presentation skills, utilizing more small group facilitation, development of hybrid and online learning modules and/or use of the iPad or other technologies. This page was designed to guide the faculty to become fearless teachers. For more information, see the Upstate Faculty Affairs and Development Office and this Upstate Education/Teaching page.

"The mind is not a vessel to be filled, but a fire to be kindled."
- Plutarch,
On Listening to Lectures

Faculty are expected to be familiar with:

Our goal is to empower excellence in teaching for all faculty. This includes providing support for needed teaching skills:

  • Establishing a positive learning environment
  • Clarity in communicating expectations for course objectives
  • Delivery of educational content
  • Curriculum design (Edtalks@Upstate Intranet Icon)
  • Evaluation of learners
  • Provision of constructive feedback
  • Role modeling of professionalism to foster a culture of mutual respect, regard and support for each member of the healthcare and education teams and their patients

Internal Resources

External Resources


  1. Brown JS. New learning environments for the 21st century: Exploring the edge. Change. PDF Icon External Icon2006; October/November: 18-24.
  2. Cooke M, Irby DM, O'Brien BC. (2010). Educating Physicians: A Call for Reform of Medical School and Residency. Carnegie Foundation for the Advancement of Teaching, Stanford, CA.
  3. Cullen R, Harris M, Hill RR. (2012). The learner centered curriculum design and implementation. John Wiley and Sons, Inc., San Francisco, CA.
  4. Doll, W. E., Jr. (1993). A post-modern perspective on curriculum. Teachers College Press, New York.
  5. Fink LD, Creating Significant Learning Experiences, John Wiley and Sons, San Francisco, CA, 2003.
  6. Goldman E, Schroth WS. Perspective--Deconstructing Integration: A framework for the rational application of integration as a guiding curricular strategy. Acad Med. 2012; 87(6):729-734.
  7. Interprofessional Collaborative Expert Panel (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. External Icon Washington, DC. Interprofessional Education Collaborative.
  8. Report of an Expert Panel. (2013). Teaching for quality: Integrating quality improvement and patient safety across the continuum of medical education. External Icon AAMC.
  9. Roberts DH, Newman LR, Schwatzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4):274-8.