The Academy of Educators hosts workshops to enhance faculty development and teaching pedagogy. These workshops will be held throughout the academic year, and individuals can reach out at any time to schedule 1:1 faculty development workshops for individuals, teams, departments, or divisions.


Academy Membership Overview Session and Q&A

Date: Thursday, June 24, 2021 from 4:00-5:00pm via Zoom. Click HERE to join the session.

Overview: Want to learn more about the Academy of Educators? Do you have questions about the application process for the Academy of Educators?
Join us on June 24th at 4pm for an Academy overview and Q&A! We will detail the benefits of joining the Academy, what the Academy is developing for educators on campus, and answer any questions about the application process. Looking forward to connecting with you and answering all your Academy questions!

Presenters: Drs. Dominique Cosco, Amy Bauernfeind and Abby Spencer

Resources: Click here to view the recording after the session date.

Designing and Leading Case-Based Learning Sessions

Date: Thursday, August 20, 2020 from 4:00-5:30pm via Zoom; Register HERE.

Overview: This workshop will provide guidance for selecting cases and writing plans for case-based learning activities in a curriculum, as well as tips for facilitating small group case-based discussions in person or on Zoom. The workshop will build relevant skills for curriculum developers, course directors, and case-based learning teachers/facilitators.


1. Evaluate when to use case-based learning to enhance education

2. Discuss effective case design for small group learning

3. Develop techniques for facilitating small group case-based learning

4. Describe an approach to writing student and faculty guides

Presenters: Drs. Tom De Fer, Jan Hanson, Patricia Kao and Megan Wren

Resources: Click here for workshop resources.

Incorporating Active Learning into Large Group Sessions

Date: Monday, August 24, 2020 from 12:00-1:30pm; Register HERE.

Overview: This workshop will focus on ways to incorporate active learning strategies when teaching large group sessions. The workshop’s leaders will first present principles of adult learning and the “why” behind active learning. Multiple different strategies for active learning will be presented and incorporated into the workshop. In addition, audience members will have the opportunity to participate in some of the active learning strategies during the workshop. Workshop leaders will also present tips for success in the facilitation of active learning in large groups.


1. Summarize common principles of adult learning theory

2. Describe strategies to employ active learning in large group teaching sessions

3. Integrate at least one active learning strategy into a curriculum you’re planning

4. Describe facilitation strategies for online education to improve engagement

Presenters: Drs. Dominique Cosco, Cara Cipriano, Amber Deptola and Tammy Sonn

Resources: Click here for workshop resources.

Tech-Enhanced Learning 

Date: Monday, August 31, 2020 from 4:00-5:30pm via Zoom; Register HERE.

Overview: During this 90-minute workshop, members of the Academy of Educators will address learning theories for knowledge and skills that can be utilized before, during, and after in-person traditional settings. Presenters will do a hands-on demonstration of resources such as Poll Everywhere, Microsoft Teams, and Aquifer, and discuss how these are being used currently. Demonstration of the capabilities of Washington University’s Instructional Design Studio for high quality video and audio will be shown. Additionally, more advanced Zoom meetings will be demonstrated, including ways to creatively use polls, annotations, whiteboards,breakout rooms, and even virtual backgrounds as opportunities for learning during this time of social distancing.


1. Describe ways technology can be used to enhance learning before in-person sessions

2. Describe ways technology can be use to enhance learning during in-person sessions

3. Describe ways technology can be used to enhance learning after in-person sessions

4. Describe ways technology can be used to teach skills remotely

Presenters: Drs. Gerome Escota, Dennis Chang, Anup Shetty, Paul Wise and Timothy Yau

Resources: Click here for workshop resources.

Designing and Leading Team-Based Learning Sessions

Date: Monday, September 14, 2020 from 4:00-5:30pm via Zoom; Register HERE

Overview: During this 90-minute workshop, participants will be introduced to Team-Based Learning (TBL) as an instructional pedagogy. They will learn about the steps of designing and deploying a TBL session as well as some common tips and tricks from faculty who have been using TBL. They will also learn some practical methods for conducting a virtual TBL session.


1. Describe the tenets of TBL pedagogy

2. Explain the steps of team formation in TBL

3. Create an application exercise that compile with the 4S rules

4. Select appropriate preparation materials

5. Compare and contrast online vs in-person TBL administration

Presenters: Drs. Amanda Emke, Steven Cheng and Timothy Yau

Resources: Click here for workshop resources.

Social Media Summit

Date: 8/24, 8/31, 9/14, 9/21, 9/28, 10/19 from 5:00-6:00pm via Zoom; Register HERE

Overview: This summit serves to unite those within Washington University School of Medicine through the power of social media and the creative energy of our faculty and staff. This summit will aim to provide the tools to allow us to better educate and empower our patients and our community through these platforms.


1. Select an appropriate social media platform(s) to achieve their goals

2. Describe current trends and best practices in social media content creation and time commitment as it relates to:
a. Patient education and outreach
b. Physician outreach
c. Undergraduate/Graduate Medical Education outreach/recruitment

3. Explain how and why physician and health-care organizations can benefit from being on social media for purposes of:
a. Patient and community education
b. Personal advancement

Presenters: Virgil Tipton (MPA), Kay Franks (FPP), Christine Schorb (Compliance)
Drs. Trisha Bhat, Sarah Garwood, Tim Yau, Gerome Escota, Kenan Omurtag, Ilana Rosman, Jason Wagner, Jessi Gold, Marta Perez, Rakhee Bhayani, Marissa Tenenbaum, Andrea Hagemann

Social Media Summit Workshop Recordings:
8/24/20 – “We Need to be on Social Media, Right?” Getting Started on SocMe
8/31/20 – “Considerations for Organizations vs Individual Accounts”
9/14/20 – “Taking Back the Narrative: Talking to Patients and Peers”
9/21/20 – “Recruitment, Promotion and Social Media”
9/28/20 – “Best Practices and Examples of High Impact Content”
10/19/20 – “Intersection of Social Media, Diversity, Inclusion and Medical Education”

Washington University School of Medicine in St. Louis, Continuing Medical Education

In support of improving patient care, Washington University School of Medicine in St. Louis is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.

American Medical Association (AMA)
Washington University School of Medicine in St. Louis designates this live activity for a maximum of 5 AMA PRA Category 1 Credits TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Disclosure Statement:
It is the policy of Washington University School of Medicine in St. Louis, Continuing Medical Education, that planners, faculty and other persons who may influence content of this CME activity disclose all relevant financial relationships with commercial interests in order for CME staff to identify and resolve any potential conflicts of interest prior to the educational activity. Faculty must also disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation. Detailed disclosures will be made in activity handout materials.


Seven Simple Tips for Instruction in an Online Virtual Classroom

1. Objectives: just as you would in a physical classroom environment, establish clear learning objectives for your online virtual session
2. Engagement: the rules of engagement for an online virtual session are different from those that apply in a physical classroom. A realistic working assumption is that learner engagement in a physical classroom presentation involves listening 80%, reading 10% and writing 10%; expect engagement during an online session to be reading 50%, typewriting 40% and listening 10%. If possible, learn to be comfortable using a whiteboard for scribbling, drawing or annotating diagrams or charts — a bit like the old fashioned blackboard-and-chalk. Once again, writing “live” on the screen has become a new exciting trend for learners.
3. Duration: Avoid online presentations that mimic the traditional hour-long duration. Most learners do not have experience with hour-long reading, typewriting and listening. Think phone-in radio program: an online virtual environment is like a phone-in radio program. Find a phone-in radio program and listen for 30-minutes to get an idea of techniques for engagement.
4. Feedback: Do not expect the usual verbal, visual, and auditory feedback cues: laughter, applause, looks of confusion or understanding or perplexity. You will not be able to walk around the classroom.
5. Parallel environment: In a physical classroom environment, there are at least a dozen simultaneous side-conversations and communication between learners occurring at any given time during the session. In an online virtual classroom, expect to see several whole-class communications occurring at any given time during the session. If you are able to use teaching assistants in your virtual classroom, do so. Student teaching assistants understand better than most instructors how to engage their peers in an online virtual environment regardless of the technology platform that is used to deliver the session.
6. Assessment: Think 2-factor authentication — just like logging into a secure email account. Plan for 2-devices per examinee: one for taking the test, and the other for showing/watching/proctoring the test environment. So 100 test takers = 200 devices.
7. Understand your platform: Most platforms for online virtual classrooms include video, window-sharing and chat functions. Instructors instinctively default to the video & window-sharing/presentation function to communicate with learners in a virtual classroom. Students instinctively default to the chat function to communicate with instructors and other learners. It appears that this is not going to change anytime soon.


Faculty Development One on One Workshops

Washington University School of Medicine faculty have a plethora of specialty expertise areas. Are you interested in learning how to give proper feedback? Want to learn about best practices in creating and implementing assessment? Or, maybe you want to host a workshop for your department regarding work-life balance. The Academy of Educator members are available to conduct many styles of workshops for what you need. To learn more and schedule a workshop, click here.