Inspired Teaching

Evidence-Informed Teaching

Efficiencies in Education:
How to Hack Training
to get from 10,000 to 100 Hours

By Jonathan Sherbino (@sherbino )
Originally Published, May 19, 2020

Consider the years of schooling you have (endured?) completed, and it is an easy assumption that you know the principles of effective teaching and learning.  Perhaps.  But, do you adopt teaching practices simply because “...that’s how it has always been done?” Evolutionary pressure ensures that some learning processes are abandoned while others continue. Yet, ineffective traditions continue.

How can you improve the effectiveness of your own learning?
Is your teaching informed by theory and evidence?

This presentation discusses five evidence-informed principles that may influence your learning and teaching practices.  The principles must be adapted into processes that work in your context and learning environment.  In just over 30 minutes, this is a tour de force summary of education theory. While it cannot include a deep dive of the supporting evidence, I have provided ample additional resources can be found you YouTube video to support hour further reading and exploration on the topi.

This presentation was the 2020 Society for Academic Emergency Medicine national conference keynote address, but I am delighted to share this with our McMaster Faculty of Health Sciences community.


Resources to read and listen to first:

Podcast link here    |    Show Notes here

Additional Materials:

About the speaker:

Jonathan Sherbino (@sherbino) is the Assistant Dean, Health Professions Education Research, Faculty of Health Sciences, McMaster University. He is a professor in the Department of Medicine. 

Jonathan is a Clinician Educator, co-editing the CanMEDS 2015 Framework and co-hosting the KeyLIME (Key Literature in Medical Education) podcast with an audience in more than 40 countries. He has published more than 150 papers.  Jonathan is an award-winning teacher, including the national 2018 Canadian Emergency Medicine teacher of the year. His research focuses on competency-based medical education and clinical reasoning

Continuing Education Credits: 

For this recorded activity, considering claiming Royal College MOC Section 2 credits or CFPC Mainpro+ self-learning (non-certified).