Table 3.

Journal club-style training topics, literature, and reflection question prompts

Topic	Literature	Reflection questions
Orientation
Theoretical Frameworks for Learning	Read Chapter 1 or Chapter 8 in: Brown PC, Roedinger HL, McDaniel MA. Make it stick: the science of successful learning. 2014. The Belknap Press of Harvard University Press. Cambridge, Massachusetts; London, England. [24]	Please answer the following questions based on your readings this week from Make it stick Describe how you normally learn. Based on the chapters you read, describe what you would maintain, and what you would change, from your normal learning paradigm to become a better learner. Explain the importance of the learning or working culture to help you become a better learner. What are you teaching and learning “secret weapons”? In other words, what is your one teaching and one learning technique that never fails to inspire learning? Explain your secret weapons in detail and describe why you think they are so effective. If you don’t have secret weapons, develop each one here. (After your answer this message, it will self-destruct.)
Course/Curricular Objectives and Expectations	Adams NE. Bloom’s taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152–3. https://doi.org/10.3163/1536-5050.103.3.010. PMID: 26,213,509; PMCID: PMC4511057. [25]	Please answer the following questions based on your readings this week about Learning Objectives How can you help students move up the Blooms taxonomy triangle in their learning experience? When you use Learning Objectives verbs to prepare assessments, which ones are most useful? What Bloom’s levels do you have a preference for assessing?
Assessments as Feedback	Archer E. The assessment purpose triangle: balancing the purposes of educational assessment. Front. Educ. 2017; 2:41. https://doi.org/10.3389/feduc.2017.00041. [26] Brame, C., (2013) Writing good multiple choice test questions.. From https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice- test-questions/. [27] Morton DA. Becoming the Riddler. Writing effective MCQ’s From YouTube. https://www.youtube.com/watch?v=9Tm-H4UsxnY. [28] National Board of Medical Examiners. Constructing written test questions for the basic and clinical sciences. Available at www.nbme.org. [29]	Please answer the following questions based on your readings this week about Assessments We’ve all taken hard tests, but were they all fair? Difficulty and fairness are totally different things. A test can be difficult, yet still be fair. Many tests you may have taken are difficult but not fair. The opposite is true. A test can be easy, and you might perceive it as fair. Tests can also be easy, but believe it not, not fair. Think about the tests you have taken and the tests you have written. What elements of a test make it fair, regardless of difficulty? Please elaborate. Consider the following guidelines for writing good multiple-choice questions: Tips for writing good MCQ’s Good, indeed excellent, MCQ’s need to have a clear stem and clear answers. The stem needs to be short and to the point, yet include enough information for students to be able to rule in or rule out possible choices. The answers need to be short, and written in the positive tense. Distractors are answer choices that may be possible, but because of the information included in the stem, are not correct. Avoid the following types of questions at all costs: • Questions that ask students to answer in the negative (i.e., “all of the following are correct except”) • Questions that ask students to choose between unrelated information • Questions that include a “throw away” answer • Questions that offer long answers • Questions that offer “all of the above” as an answer choice • Questions that offer one or more of the answers as direct opposite choices • Questions that offer one or more of the answers that are longer or shorter in the number of words than the other answers Write a good MCQ that assesses a student’s knowledge of a muscle’s action(s) or insertion(s). (Writing this question is more difficult that you think.) Explain WHY you think your question is a fair question Translate the principles for writing a good MCQ to the preparing an anatomy and physiology quiz question or midterm/final question. Describe (in detail, i.e. how would the specimen be laid out, where the pin would be located, etc.) a good exam question that assesses a student’s knowledge of the function of the median nerve. Explain WHY you think your question is a fair question.
Engaged Learning Tools	Revere L, Kovach JV. Online technologies for engaged learning: a meaningful synthesis for educators. The Quarterly Review of Distance Education, Volume 12(2), 2011, pp. 113–124. [30]	Please answer the following questions based on your readings this week about Engaged Learning Tools What were some online teaching techniques that you felt kept you engaged this past year? What, if any, online teaching techniques you listed previously would you like to incorporate into your own teaching with the PA students? What, if any, modifications or adjustments would you make?
Inclusive Teaching and Universal Design of Learning	Pick one: Acknowledging learner variability and seeing UDL in action in the classroom https://youtu.be/rlv6JJQOz64. [31] Universal design for learning (UDL) in action https://youtu.be/B7qYJY62X2s. [32] Super L, Hofmann A, Leung C, Ho M, Harrower E, Adreak N, Rezaie Manesh Z. Fostering equity, diversity, and inclusion in large, first-year classes: using reflective practice questions to promote universal design for learning in ecology and evolution lessons. Ecol Evol. 2020 Nov 24;11(8):3464–3472. https://doi.org/10.1002/ece3.6960. PMID: 33,898,003; PMCID: PMC8057341. [33] Balta JY, Supple B, O’Keeffe GW. The universal design for learning framework in anatomical sciences education. Anat Sci Educ. 2021 Jan;14(1):71–78. https://doi.org/10.1002/ase.1992. Epub 2020 Jul 16. PMID: 32,539,206. [34]	Please answer the following questions based on your readings this week about Universal Design for Learning, and Inclusive Classrooms What is something you would love for your professors to know about how you approach learning? What is something you would love for your students to know about how you approach teaching? Given the diversity of teaching and learning preferences, how might Universal Design for Learning help or hinder the fostering of an inclusive classroom learning experience?
Wellness	Take the abbreviated version of the Nicholson McBride Resilience Questionnaire (NMRQ). [35] Southwick SM, Bonanno GA, Masten AS, Panter-Brick C, Yehuda R. Resilience definitions, theory, and challenges: interdisciplinary perspectives. Eur J Psychotraumatol. 2014 Oct 1;5. https://doi.org/10.3402/ejpt.v5.25338. PMID: 25,317,257; PMCID: PMC4185134. [36]	Please answer the following questions based on your readings this week about Wellness Complete the Nicholson McBride Resilience Questionnaire (NMRQ) then reflect on your score below. What are your thoughts on the 10 suggestions for boosting your resilience? Which suggestions are more reasonable for you? Which ones don’t really apply at this time?
Near-Peer Teaching and Study Groups	Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice, Medical Teacher., 2007; 29:6, 591–599, https://doi.org/10.1080/01421590701606799. [37]	Please answer the following questions based on your readings this week about Near-Peer Teaching and Study Groups Some of the benefits of Peer Teaching include preparing healthcare practitioners for their role as educators (both in academic medicine as well as for their patients). Describe how peer teaching (either formally via being a PA Ed Fellow) or informally (for example during a TBL session) has helped you step into this role. Imagine for a moment that you are a course director (or administrator). What are some reservations or concerns you might have about implementing a peer teaching program?
Mentoring and Coaching	Accelerate career growth through mentoring relationships. https://mymedia.bu.edu/media/t/1_o1el1x9d#. [38] Kowalski K. Differentiating mentoring from coaching and precepting. J Contin Educ Nurs. 2019 Nov 1;50(11):493–494. https://doi.org/10.3928/00220124-20191015-04. PMID: 31,644,809 no. [39]	Please answer the following questions based on your readings this week about Mentoring and Coaching Describe a situation from the past in which mentoring and/or coaching factored into your teaching and/or learning activities. Describe a scene in the future in which mentoring and/or coaching factors into your teaching and/or learning activities. In other words, what would that look like for you now? Would it be the same as past experiences? Different?
Creating Significant Learning Experiences	Read Chapter 1 and Chapter 2 in: Fink DL. Creating significant learning experiences: an integrated approach to designing college courses. [21]	Please answer the following questions based on your readings this week about Significant Learning Experiences Compare and contrast yourself as a teacher between the beginning of the semester and now. What would you do the same and/or differently the next time you are in a teaching role (formal or informal)? Compare and contrast yourself as a learner between the beginning of the semester and now. What would you do the same or differently the next time you are in a learner role?