When local, community, or global events impact our classrooms, it can be challenging to maintain focus on teaching and learning. Teaching may feel mundane or even irrelevant in the face of tragedy, violence, or disaster. Faculty and students alike may be personally affected, especially when their identities or communities are targeted or harmed. Faculty should… Read More
Prior to the start of a clinical rotation or experience, faculty should discuss their expectations of learner performance with their learners. Topics to discuss should include goals and objectives/outcomes, teaching strategies, evaluation and feedback techniques, daily schedule, clinical duties, case presentations, writing notes, supervision hierarchy, modes of communication, and other pertinent policies. One Minute Preceptor… Read More
Course syllabi provide students and faculty with a road map for successfully navigating a course including details about content, requirements, assignments, assessments, policies, resources, schedule, expectations, and responsibilities. In addition, syllabi act as an agreement (invitation) between the faculty and students about how the course will function including promises of what students will learn during… Read More
Planning, preparation, and sleep are vital to the success of students at UTHSC. This section includes advice and techniques that prepare students for academic success. Last Reviewed:June 8, 2026 First Published:January 20, 2023 Use the comments section below to let us know your thoughtsabout student success. Take it on the go! Listen to an… Read More
Student engagement refers to the degree of attention, curiosity, interest, and investment students show toward learning. In the health sciences, engagement is a key contributor to meaningful learning, clinical preparedness, and professional identity formation. Research shows that when learners are engaged, they are more likely to persist in rigorous programs, develop clinical reasoning skills, and… Read More
Scholarship of Teaching and Learning (SoTL) is research that investigates effective teaching strategies and how we best learn. Some of the questions SoTL research is well positioned to answer include: What impact did a given strategy have on student learning? How do students perceive a given teaching technique? Are some teaching strategies more effective than… Read More
According to Seifer and Connors (2007), “service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (p. 5). Service-learning activities promote learning via active participation in real-life experiences that enhance students’ knowledge, skills, and attitudes. Reflection, a… Read More
Problem-based learning (PBL) is a student-centered, active learning strategy where students work in small groups (4-6 members) to solve complex, real-world problems that can have multiple solutions. While similar to case-based and team-based learning in that student groups solve problems, PBL emphasizes the student’s role in identifying learning objectives and knowledge gaps based on the… Read More
Online learning has been described as internet-based course(s) that occur synchronously (real-time) and/or asynchronously (not in real-time). During online courses, students and faculty engage in learning through the use of technology, e.g., Blackboard. Benefits of online learning include convenience (24/7 access), flexibility, student-centered learning, and expansion of the curriculum to global resources. Last ReviewedMarch 27,… Read More
Take it on the go! Listen to an AI-generatedTLC To Go podcast episode summarizing this resource. Last Reviewed:February 17, 2025 First Published:February 11, 2022 Dr. Chester M. Pierce, a psychiatry professor at Harvard, coined the term ‘microaggression’ in 1970 to document day-to-day verbal insults (microinsults), subtle derogations (micro assaults) and dismissals (microinvalidations) aimed at… Read More
