Additional Resources

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MedEdPORTAL contains online peer-reviewed teaching resources include tutorials, virtual patients, cases, assessment instruments and faculty development materials.

Michigan State University Resources

Online Teaching Tips

Since the onset of the COVID-19 pandemic, it has become increasingly necessary to utilize online methods of teaching. These virtual approaches must be high quality and interactive. Spectrum Health actively supports our faculty and teachers through this educational transformation. Most online education provided by Spectrum Health has been through an approved, HIPAA secure, Zoom account provided by Michigan State University College of Human Medicine, our partner in medical education. We embrace additional platforms, including Microsoft Teams, as well. 

Initially launched in March 2020, this resource collection was built in response to the COVID-19 pandemic’s significant impact on the teaching and learning of health professionals. Designed by diverse educators, this working collection features clinical learning experiences, which can be readily used or easily adapted for specific, local settings, without the need for physical patient contact. The collection is actively used by thousands of medical educators around the world. Learn more.

Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Educators working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. Learn more about the differences.

  • Establish boundaries - Rules help learners operate and manage everything around them. Create clear expectations, goals and objectives like an in-person course. Record course for content but use live class for application and engagement.
  • Choose quality over quantity - Create the best content possible given the situation, time and the technology available. It is unrealistic to be an expert of all content all the time. Allow learners to give feedback to help reveal new and other perspectives on content delivery process and the course overall.
  • Foster self-advocacy - Learners are used to an in-person experience where they are able to ask questions by raising a hand or speaking out during face-to-face discussions. In a virtual environment, this may prove more uncomfortable or they may not receive the same visual cues to when it’s appropriate to speak up. Learners will need to be encouraged on new ways to do this.
  • Expand the time - Be aware of cognitive load and open to nontraditional times. Encourage learners to manage their own time and work through content in a way that is useful to them. Give freedom of movement through the content.
  • Create community - Learn to listen and create opportunity for discussion. Design assignments that foster team participation and encourage learners to compare thoughts and notes.
  • Innovate - Experiment with new technology and learn the functions of each platform or tool. Special features and functions are opportunities for engagement.
  • Camera/Video – Use a mix of camera on and off time. For example, suggest that students turn on cameras during small group discussion and breakout sessions and turn off cameras during didactics or lectures.
  • Pair and Share – Use breakout rooms to pair students together for discussion and reflections. Assign participants randomly each session or establish known small groups.
  • Interaction - Use the chat feature, reaction and annotate buttons to interact directly with participants. Allow participants to type and/or draw on the screen for all to see and discuss.
  • Learn the pros and cons of digital asynchronous chats from Academic Life in Emergency Medicine.

    Integrate live polls and quizzes into PowerPoint presentations, tools like mentimeter.com can help.