About Teresa Chan, MD, MHPE

ALiEM Associate Editor
Emergency Physician, Hamilton
Associate Professor, McMaster University
Assistant Dean, Program for Faculty Development, McMaster University Ontario, Canada

Education Theory Made Practical (Volume 3): An ALiEM Faculty Incubator eBook Project

The ALiEM Team is delighted to announce another eBook publication: the third volume in the Education Theory Made Practical series. This book was a labor of love written by the 2018-19 Faculty Incubator class. We are very proud of all our Faculty Incubator alumni who made this happen. Their hard work has been compiled in this FREE, peer-reviewed eBook. We sincerely feel that it will be useful for all the educators out there, wrestling with the issue of integrating theory into practice. Special shout-out to the incredible Dr. David Sklar (former Editor-in-Chief of Academic Medicine) for providing us a thought-provoking foreword.


Download or View the Book Now

The book is available in 2 formats:

iBook format via the iTunes bookstore 

PDF format via ResearchGate


About the Book 

The Education Theory Made Practical series aims to make the theoretical underpinnings of education psychology come alive for health professions teachers, who are seeking to use theory to inform their clinical and classroom teaching.


Table of Contents

Chapter 1: Six Steps Model of Curriculum Development

Chris Lloyd, DO; Simiao Li-Sauerwine, MD, MS; Shannon McNamara, MD


Chapter 2: The Kirkpatrick Model

Christoper Fowler, DO; Lisa Hoffman, DO; Shreya Trivedi, MD; Amanda Young, MD


Chapter 3: Realist Evaluation

Jason An, MD; Christine Stehman, MD; Randy Sorge, MD


Chapter 4: Mastery Learning

Michael Barrie, MD; Shawn Dowling, MD, FRCPC; Nicole Rocca, MD, FRCPC


Chapter 5: Cognitive Theory of Multimedia Learning

Laurie Mazurik, MD; Elissa Moore, DO; Megan Stobart-Gallagher, DO; Quinn Wicks, MD


Chapter 6: Validity

Rebecca Shaw, MBBS; Carly Silvester, MBBS


Chapter 7: Programmatic Assessment

Elizabeth Dubey, MD; Christian Jones, MD; Annahieta Kalantari, DO


Chapter 8: Self-Assessment Seeking

Nilantha Lenora, MD; Layla Abubshait, MD; Manu Ayyan, MBBS


Chapter 9: Bolman and Deal Four-Frame Model

Lexie Mannix, MD; Shawn Mondoux, MD; David Story, MD


Chapter 10: Kotter’s Stages of Change

Dallas Holladay, DO; Melissa Parsons, MD; Gannon Sungar, DO


About our Process

As part of the 2018-19 Faculty Incubator program, each 2 or 3-person team authored a primer on a key education theory on the International Clinician Educator (ICE) blog. These posts were published serially over a 10-week period. Each post featured a key educationally-relevant theory by starting with a vignette that situated the theory. Following this vignette, there was an explanation, a short history of the theory, and an annotated bibliography for further reading. To ensure high quality, we then asked the #MedEd and #FOAMed online communities to join us in peer-reviewing these posts. After incorporating many of the peer review comments, each blog post was converted into a book chapter within this first volume of a series of books for budding clinician-educators – the Education Theory Made Practical series.


How to Cite This Book

Robinson D, Chan TM, Krzyzaniak S, Gottlieb M, Schnapp B, Spector J, Papanagnou D (eds). Education Theory Made Practical: Volume 3. 1st ed. Digital File. San Francisco, CA: Academic Life in Emergency Medicine; 2020. ISBN: 978-0-9992825-7-1. Available at: https://books.apple.com/us/book/education-theory-made-practical/id1534232421?ls=1


Education Theory Made Practical home page

By |2020-11-06T04:41:47-08:00Nov 6, 2020|Academic, Book Club|

Silence is not an option: Addressing structural racism in medical education

racismThe year 2020 has been a year of upheaval. The COVID pandemic revealed disparities in healthcare and its effects on marginalized groups such as the Black community. The pervasive effects of structural racism affect all of us, including in medical education. We cannot and must not remain silent. As we honor Juneteenth, #BlackLivesMatter, and #WhiteCoatsforBlackLives, let us reflect on ways we can address racial injustice in our direct environment.


By |2020-06-19T08:37:15-07:00Jun 19, 2020|Academic, Emergency Medicine, Life|

Teaching in the age of COVID-19: The learning management system

learning management systemGiven the epidemiological data from China and Italy, educators should be prepared for the likelihood that online learning will continue to be the norm for many weeks to months. Simply running disconnected weekly educational sessions without an overall organization will hinder educational success for learners. Learning Management Systems (LMS) are a tool that can support educational leaders with the delivery, assessment, and organization of learning.


Teaching in the age of COVID-19: Assessing learners remotely


COVID19 assessing learnersProviding content is great, but learner assessment is crucial in order to measure educational impact. Digital assessment is valid and reliable; it allows for multiple evaluations and gives learners the opportunity to actively participate in the educational process. Testing for most types of summative and formative evaluations can be done digitally. In this post, we describe the most suitable and reliable tools for assessing learners remotely.


Teaching in the age of COVID-19: Enhancing discussion with digital asynchronous chats


asynchronousA significant portion of the technology industry is built around social media and asynchronous chat platforms that seek to connect people. Modern tools are designed with the intention to maximize engagement with push notifications, engagements, and emoji/like integrations that maximize the “dopamine rush” for users; “social media addiction” is a known phenomenon. These tools, when repurposed for learning, provide an easy and user-friendly platform for learners to discuss educational objectives. Chats are the quickest communication form, occurring in real-time and encouraging spontaneity and adaptation. There is a sense of forgiveness, and oftentimes if the chat is anonymous, a high degree of confidence for participation among learners. Use of a moderator is a KEY factor in keeping the discussion professional (and alive!) [1].


Teaching in the age of COVID-19: Small group conversations

Although you can still use technologies like Zoom or Webex to conduct small group meetings, residency programs may find it prudent to stick to known platforms rather than trying to upskill a large group of faculty and trainees.  This is where technologies like Skype and Google Meets (which is the reinvented version of Google Hangouts) can come in. Of note, Google has recently announced that they have made their usually paywalled platform (Google Meet) free during the age of coronavirus, as their way of helping those schools and teachers looking to continue their practice during these difficult times.


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