General Teaching Knowledge
  • Classroom Assessment Techniques (CATs): CATs are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.
  • Bloom's Taxonomy of Learning Domains: Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom to promote higher forms of thinking in education. Bloom's taxonomy is used when designing educational and learning activities.
  • Core Teaching Skills: Effective teaching behaviors and objectives in the University of Washington, School of Medicine toolbox target small group teaching in a medical school. Several modules, including goal setting, giving feedback and common teaching challenges can be found by clicking on those topics listed at the left of the screen. The overview and detail of a skills practice session, outline essential teaching tasks occurring at the beginning, middle and end of a medical education teaching encounter.
  • Three Focusing Activities to Engage Students in the First Five Minutes of Class:A short article about zeroing in on the importance of the first five minutes of class. These quick activities are often referred to as "focusing activities."

Item Writing Help (MCQs)
  • Free Online Interactive Item Writing Tutorial: NBME's Writing Multiple Choice Questions: An Introductory Tutorial is a self-paced interactive tutorial that provides a foundation for writing quality multiple-choice questions. This tutorial is designed to introduce some of the main principles of item writing to individuals who write questions for examinations in the field of medicine and across the range of health professions.

Resources for Teaching Large Classes
  • Practical Strategies for Effective Lectures, Lecturing is an essential teaching skill for scientists and health care professionals. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations.
  • Speaking Skills,IDEA Paper #24 Improving Instructor Speaking Skills. An active instructor does NOT want their lecture delivery to distract from the information being imparted. This paper spells out how to avoid having the voice and body distract during a lecture.
  • Effective Lecturing,Idea Paper #46, This paper describes ways to organize a lecture. A basic tenet of lecturing is to, “Tell students what you are going to tell them, then tell them, and finally, tell them what you told them.”
  • Learning with Lectures, Robert Kozma. (CRLT Occasional Papers #4, 1994, University of Michigan, Center for Research on Learning and Teaching). This paper focuses on ways to support student learning in a lecture class. Includes what research tells us about student learning and specific methods to help students understand.
  • Effective Teaching Skills: A Blended Learning Approach: Learning Resource Package This manual is part of a learning resource package that is intended to help educators of healthcare providers to become more effective teachers. The course combines completion of ModCAL for Training Skills, plus group-based practice and feedback.
  • Tips for Using Questions in Large Classes, Daniel J. Klionsky (University of California-Davis). Methods for encouraging students in large classes to ask questions and interact with the instructor from the first day of class.

Individualized Help
  • Would you like individual help with teaching or lecture effectiveness? You can receive a one-on-one instructional consultation from the University of Louisville Delphi Center for Teaching and Learning. Discussions are voluntary, non-evaluative, formative, and confidential. For more information visit:
  • Individual help is also available from Staci Saner M.Ed., HSC Faculty Development Program Director for the Health Sciences Center. Staci has over 18 years of experience in curriculum development and effective instructional strategies. She can help you add strategies to your teaching for maximum student learning. For more information contact Staci at

MedEd Moments
    Sponsored by the School of Medicine, University of Alabama at Birmingham, MedEd Moments Series is designed and created by dedicated faculty development specialists to be widely applicable across the profession. Through a series of learning vignettes, MedEd Moments addresses important and often unmet needs in topic areas including: Setting Expectations, Feedback, Learning Climate, Evaluation and many more. Each approximately five minute section incorporates adult learning principles using high-quality video and state-of-the-art theory to facilitate and encourage active learning.


  • Setting Expectation. In this video, the MedEd Moments team discusses the importance of explicitly communicating expectations for your learners, because when they know their roles, they'll reach their goals.
  • Giving Feedback. In this video, the MedEd Moments team discusses the importance of giving feedback to learners, so that they reach their target every time.