Student Perspectives on Effective Teaching, continued

The advice within should be interpreted as a series of adaptable suggestions to inspire excellence in teaching; it does not pretend to be prescriptive. Each document is itself intended as a freestanding guide, providing concise, well-explained distillations taken from among the finest teaching and course architecture at UMass: what is done, and why it works. Rather than feedback on teaching that has already come and gone, this is our invitation to the novel process of “feed forward.”

We hope these guides prove useful in helping our phenomenal and devoted faculty avoid common oversights and refine teaching practices in existing courses and in new ones awaiting implementation in the coming academic year – or, at very least, that these worn and tested ideas inspire thought and debate about how to make medical education at UMMS even better than it already is - through the simple act of improving communication between teachers and their students. We welcome your comments, and thank you sincerely for your dedication to a process of such great import in so many lives, sincerely, on behalf of your students and all their patients to come.