Class of 2027 Welcome to Springfield Desire2Learn (D2L) Login Information Springfield campus building map SMH Map Needle Sticks and Bloodborne Pathogens Exposure BBP and TB Training Session Student Handbook - Standards of Conduct Compact Between Teachers and Learners of Medicine Year Two Calendar Class Photos Year 2 Policy and Procedures Conduct / Academic Performance Year Two Advisory Curriculum Committee

Outstanding Student Medical Educator and Commitment to Teaching Honorees Purpose: The Academy for Scholarship in Education (ASE) seeks to recognize medical students for their commitment to teaching and learning. We do this through naming an Outstanding Student Medical Educator as well as recognizing students through the Commitment to Teaching Honoree distinction. Outstanding Student Medical Educator. This award is given to a third or fourth year medical student who has demonstrated exceptional leadership in and commitment to the areas of teaching, community health education, and educational

Why Are We Doing This? Program Rationale Curriculum reform is hard. Especially in a time of great demand and limited resources, change like this requires clear vision, enthusiastic faculty, and dedicated students. Why take on such a difficult task? SIUSOM and the Josiah Macy Foundation have agreed the evidence is overwhelming: Now is the time to build on the strengths and shore up the weaknesses of third-year clinical education in order to effectively and efficiently produce more competent, well-rounded physicians. Getting Real: Embracing the Conditions of the Third-Year Clerkship and

The Diagnosis and Treatment of the Failing Student (Standardized Patient Exam Failures) , by Debra L. Klamen and Reed G. Williams(2010)169 pages, paper bound. ($28.00 US) Principles and Practice of aPBL , by Howard S. Barrows and Wee Keng Neo; Lyndia (revised 2010) 153 pages, paper bound. ($27.00 US) Problem-Based Learning Applied to Medical Education , by Howard S. Barrows (2000) 147 pages, paper bound. ($27.00 US) Stimulated Recall (Personalized Assessment of Clinical Reasoning) , by Howard S. Barrows (2000) 31 pages, paper bound.($14.00 US) Training Standardized Patients to Have Physical

Southern Illinois University School of Medicine offers its Problem Based Learning Workshop and Standardized Patients Workshop at its Springfield campus. Virtual Problem Based Learning (PBL) Workshop The PBL workshop focuses on teaching medical educators to implement a problem-based learning curriculum. SIU has been at the forefront of PBL since its inception. The late Dr. Howard Barrows, who was instrumental in creating PBL, was in residence at SIU until his retirement. This PBL workshop is based on his work and will allow participants to experience PBL in its most classical sense, as well as

Southern Illinois University School of Medicine offers its Problem Based Learning Workshop and Standardized Patients Workshop at its Springfield campus. Virtual Problem Based Learning (PBL) Workshop The PBL workshop focuses on teaching medical educators to implement a problem-based learning curriculum. SIU has been at the forefront of PBL since its inception. The late Dr. Howard Barrows, who was instrumental in creating PBL, was in residence at SIU until his retirement. This PBL workshop is based on his work and will allow participants to experience PBL in its most classical sense, as well as

Southern Illinois University School of Medicine offers its Problem Based Learning Workshop and Standardized Patients Workshop at its Springfield campus. Virtual Problem Based Learning (PBL) Workshop The PBL workshop focuses on teaching medical educators to implement a problem-based learning curriculum. SIU has been at the forefront of PBL since its inception. The late Dr. Howard Barrows, who was instrumental in creating PBL, was in residence at SIU until his retirement. This PBL workshop is based on his work and will allow participants to experience PBL in its most classical sense, as well as

The following faculty are available for consultations, workshops and support in problem-based learning. Debra L. Klamen, M.D., MHPE Debra L. Klamen, M.D., M.H.P.E., F.A.P.A., is Professor and Chair of the Department of Medical Education at SIU School of Medicine. She is also the Associate Dean for Education and Curriculum. She completed a Masters of Health Professional Education at the University of Chicago in 1998. Dr. Klamen has written numerous articles on medical school education, focusing on assessment and educational innovation.

The PBL method developed by the PBLI and used at Southern Illinois University (SIU) is "authentic" and has a number of unique factors not found in many PBL approaches. By definition, authentic learning involves the learner in activities and skills that are valued and used in the real world. This PBL method is authentic as: The problems used are ill-structured messy problems like those the learner will encounter in the real world. The learning process requires the skills expected of learners when they encounter problems in their lives and careers. These are factors unique to the SIU approach