Welcome to the ACC’s new Faculty Development Center. The materials and resources offered here are intended to help ACC’s faculty in their important role of facilitating collegial learning experiences. Faculty are the foundation of our educational activities. ACC faculty help the field of cardiology continue to evolve and lead the way for improvements in cardiac patient care. Teaching and helping colleagues learn are indelible professional activities that require your time and effort. The materials and resources provided in ACC’s Faculty Development Center are here to help enhance faculty’s abilities while at the same time making your work easier and experiences more enjoyable.

Based on feedback from faculty and learners, ACC’s Faculty Development Center focuses on five key aspects of leading and facilitating learning sessions:

  How to Design a Learning-Centered Session
  How to Design a Learning-Centered Session

Learning-centered sessions should align with the science behind learning and knowledge development. We store “knowledge” in structured “schemas” (i.e., cognitive constructs that organize information according to the manner with which they will be dealt). Schemas are made up of knowledge and “know-how.”

Why is this important? Our schemas determine how new information is processed and, therefore, dictate learning and change. “Learning is the process whereby knowledge is created through the transformation of experience.” New or modified knowledge can only be put into practice in the form of new or modified behaviors when schemas are made or modified.

Faculty can lead learning-centered sessions by:

  1. Starting with the end in mind
  2. Thinking about participants and what they will be learning
  3. Utilizing Adult Learning Principles

Want to explore more about designing learning-centered sessions? Click here for Learning Centered Session strategies, tools, and videos.

Here’s a video clip from ACC.16 that demonstrates a learning-centered session.

Who Should Get Extended Anticoagulation? (01:00)
Faculty: Geoffrey D. Barnes, MD, FACC

In this video, Geoffrey D. Barnes, MD, FACC starts with a case (draws upon learners’ experiences) and then presents three questions that serve as the structure for his presentation. The structure helps Dr. Barnes focus on the right type and amount of content.

Faculty: Geoffrey D. Barnes, MD, FACC

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  How to Design an Engaging Session
  How to Design an Engaging Session

Definitions of “engaging” include:

  • To occupy the attention or efforts of (a person or persons);
  • Tending to draw favorable attention or interest

Engaging speakers occupy your attention and hold your interest. Think about different speakers or faculty you would describe as engaging. How did they occupy your attention? How did they hold your interest?

You can lead an engaging session by:

  1. Considering yourself a facilitator of learning
  2. Using analogies and sharing stories
  3. Getting learners involved with an ARS and other active learning strategies

Want to explore more about designing engaging sessions? Click here for Engaging Session strategies, tools, and videos.

Here’s a video clip from ACC.16 that shows an engaging session.

Case Based Family Evaluation: VUS, ECG Borderline, My Toughest Case (25:44)
Faculty: Andrew Krahn, MD, FRCPC, HRS

Andrew Krahn, MD, FRCPC, HRS engages learners throughout his session as they, together, discuss an ethical dilemma.

Faculty: Andrew Krahn, MD, FRCPC, HRS

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  How to Develop a Presentation Framework
  How to Develop a Presentation Framework

Understanding the value of a presentation framework begins with common ground on the definition of a “presentation.” Faculty often say they are preparing for their “presentation” when they are working on slides using PowerPoint®, or a similar tool. However, slides are not the same thing as your presentation or your session.

PowerPoint® is a tool faculty use to organize content, lead presentations, and facilitate learning.

As a tool, faculty can use PowerPoint® (or similar programs) to help organize content within a framework. A framework can be used like an outline for a paper. An effective presentation framework will provide a structure for content, prompt incorporation of learning-centered strategies, and help faculty dedicate time for learner engagement. A presentation framework can also help you keep content focused.

Faculty can develop frameworks for their presentations by:

  1. Creating a structure for your presentation
  2. Simplifying the presentation of complex content
  3. Keeping slides straightforward and focused

Want to learn more about developing a presentation framework? Click here for Presentation Framework strategies, tools, and videos.

Here’s a video clip from ACC.16 that shows an effective presentation framework.

Lifestyle Changes to Prevent AF; An Underutilized Modality (06:01)
Source: John Day, MD, FACC

John Day, MD, FACC shares his content within the structure of "8 Lifestyle Approaches." Learners can easily keep track of the progress of the session.

Faculty: John Day, MD, FACC

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  How to Ensure Your Presentation is Legible
  How to Ensure Your Presentation is Legible

To help ensure your presentation will be legible, always remember what it was like when you had these experiences:

  • A speaker says, “I know you can’t read what’s on my slide, but…”
  • A speaker says every word exactly as it appears on each slide
  • Each slide is a paragraph or more of text

What was your reaction in these situations?

  • Did the illegible slide help you learn?
  • Were you distracted by all of the words on the slides or annoyed that the speaker wasn’t sharing anything beyond the written words?

Legibility supports simplicity. If you have too much text on a slide, your learning tool will not only be illegible, but will also be too complicated to support learning.

Faculty can help ensure their presentations are legible by

  • Selecting the right font size and color
  • Using the appropriate amount of text on slides
  • Choosing effective visuals

Click here for strategies for making presentations legible.

  How to Moderate a Session Effectively
  How to Moderate a Session Effectively

Moderators play a critical role in successful learning sessions. Effective moderation can enhance the learning process. Moderators serve as facilitators, connectors, supporters, extenders and clarifiers – all in support of participants’ learning.

A moderator’s success starts with preparation for the session and relies upon the moderator’s ability to listen carefully to presenters’ comments and be prepared to:

  1. Ask presenters clarifying questions to help ensure there are no misunderstandings
  2. Make connections, when appropriate, from one presenter to another
  3. Provide additional information, if needed, in order to help participants grasp key concepts and points
  4. Facilitate a discussion among learners and presenters
  5. Rephrase participants’ questions to help facilitate discussion, when necessary

Click here for strategies for moderating sessions effectively.

Common Functions Educators Perform

  How to Prepare for a National Meeting
  How to Teach at the Point of Care
  How to Develop a Curriculum

Additional Resources