Teaching Tips

CVM Teaching Tips 2018 - 2019

How to identify and help students struggling with anxiety, stress or other mental disorders (Nov 28, 2018) watch | slides

What do you do when a student is showing signs of poor mental health or high stress? This presentation offers resources and some tips on talking to students in these situations.

Also, the University of Minnesota has recently published this related article: Rising number of college students report mental health condition

Mentoring graduate and veterinary students (Nov 16, 2018) watch | slides

This is a description of best practices for mentors and a list of resources and suggestions for managing students who are struggling.

Lecture capture pros and cons (Oct 26, 2018) watch | slides

What do the literature and survey of our students and faculty tell us about the pros and cons of lecture capture?

Impact of generational differences on teaching and learning (Oct 15, 2018) watch | slides

Most of the faculty are from different generations than most of the students. Does this alter how we learn and, therefore, how we teach?

Answering questions in class (Sep 24, 2018) watch | slides

What are best practices for managing student questions during and between class sessions?

Available educational resources (Sep 7, 2018) watch | slides

This is a description of faculty development opportunities in teaching that will be available over this school year and of the resources available at the College and University to assist faculty with instruction.

CVM Teaching Tips 2017 - 2018

April 12th

As the end of the semester approaches, it is a great time to make sure assignment and examination scores are being posted for students in a timely manner. 

Feedback on assignments shapes their learning as they prepare for examinations and helps them plan how they will study. 

For examinations, students need feedback about what they missed while still respecting the need for examination security. Examinations are a great opportunity for assessment of learning by instructors and assessment for learning by students. For online examinations, faculty can provide information about the correct answer and give some guidance on why other answers are not correct and this can display automatically for the students; if you're interested in this aspect of on-line quizzes, contact the CVM Education Support group (cvmces@umn.edu). For hard copy examinations, faculty may host a post-examination review to talk about common problems or misconceptions. Finally, with either on-line or hard copy examination, faculty may post or email out some general information about common concerns or misconceptions to help students learn from their mistakes. 

Some faculty withhold scores because one or more students have not yet taken the examination; if a student has missed an examination and can't take it within a 5-7 days, you should grade and return the other students' examinations and consider making other arrangements for the student(s) who missed the examination.

Teaching students how to handle client misconceptions (March 28th)  watch | slides

Many clinicians deal regularly with clients who have deeply held beliefs or have found information on the Internet that makes them less likely to follow veterinary advice. How do you handle our communications with these clients and how can we help students learn this skill?

Talking aloud for learning (March 15th)  watch | slides

Talking aloud as we work through a problem is not a natural skill. Clinical teachers can work with students to use this skill and from that, find better ways to provide specific feedback.

Metacognition (Feb 28)  watch | slides

Metacognition is thinking about how we think and learn. How can we use knowledge of metacognition to make us better teachers and to help our students learn and retain information better?

Interpreting results from OMS for multiple-choice examinations (Feb 5th)  watch | slides

Any examination submitted for automatic grading through the Office of Measurement Services is returned with a wealth of information instructors can use to improve their examination questions. This is a brief review of how to use some of that information.

Errors in clinical decision-making (Jan 16th) watch | slides

We all have biases that play into errors in our clinical decision making process. This brief review helps us all consider our own tendencies toward error and helps us better understand how to guide clients in learning to recognize their own errors.

Resources

Clinical communications training across the curriculum (Jan 2nd) watch | slides

Where are our students taught to talk to clients, and what are they taught? Better understanding of what students are taught will help clinical teachers reinforce good habits in clinical communications.

Pros and cons of cumulative final exams (Dec 18th)  watch | slides

Is a cumulative final examination a great way to help students integrate and retain information or just an unnecessary exercise in memorization? Hear thoughts on both sides of this issue.

Organizing a Laboratory (Dec 4th) watch | slides

Teaching in the Laboratory (Dec 4th) watch | slides

These videos will help faculty understand the steps in helping prepare and teach laboratories in the veterinary college. See also the related documnets below.

Providing effective training feedback

One skill/hour/student/day

Peyton's 4 step approach for skills training

Preparing for the NAVLE (Nov 20th)  Part 1 |  Part 2  |  Part 3

​Have you ever wondered how we can best prepare our students for the North American Veterinary Licensing Exam (NAVLE)?  We interviewed two students from the Class of 2017 who had performed very well.  They were both VetPAC coaches so also had the perspective of how to prepare peers for a difficult exam.  The following short videos capture these messages.  The first two focus on resources and approaches to study that are most helpful.  The third focuses on the big day with tips and tricks to help students stay calm and perform at their best.

Student - focused slide design (Nov 6th) watch | slides

Students have some specific preferences that help them use PowerPoint slides for preparing for class, learning while in class, and studying afterward. This narrated PowerPoint gives you good tips in how to prepare PowerPoints to meet student learning needs.

Best practices for slide design (Oct 23rd) watch | slides

This video gives information to help you answer the questions of why and how in regards to using slides to present your material. 

Peer review of teaching (Oct 9th) watch | slides

Are you interested in getting some peer review for your teaching? Watch this short CVM Teaching Tip for more information.

Available educational resources (Oct 2nd) watch | slides

Resources to help you as a teacher are readily available. Watch this short video to see available on-line resources and how to access them.

Recorded Teaching Seminars 2016-2017

Defining day one competencies (SEP 27th, 2016)  Presenter: Laura Molgaard  | watch | slides |

Generational differences and possible impacts on teaching and learning (NOV 7th, 2016) Presenter: Peggy Root  watch | slides |

Decreasing binge and purge (JAN 31st, 2017)  Presenters: Deb Wingert and Colleen Meyers watch | slides |

Errors in clinical decision-making (FEB 6th, 2017)  Presenter: Jeffrey Todd  watch | slides |

Examination Blueprints (FEB 27th, 2017) Presenter: Erin Malone  watch | slides|

Mindset - Feedback for process, not for outcomes (MAR 20th, 2017) Presenter: Peggy Root  watch