Instructional Methods and Strategies
Introduction
At UIC College of Medicine, our instructional approach emphasizes active, student-centered learning supported by modern educational technologies. This page highlights key methods and tools faculty can use to engage learners effectively in both in-person and hybrid environments.
For faculty development, all UIC faculty and staff have access to LinkedIn Learning, which offers thousands of high-quality video tutorials on instructional strategies, educational technologies, and professional development topics.
We also recommend the UCSF School of Medicine’s Continuing Professional Development resources for evidence-based teaching strategies that align with best practices in medical education.
Active Learning
Active learning encompasses teaching techniques that move students from passive recipients to engaged participants. Examples include case-based discussions, think-pair-share, polling, peer instruction, and small-group activities.
The Flipped Classroom Model is a common active learning strategy in medical education. In this model, students review lecture material independently (often via short videos), and classroom time is reserved for interactive, problem-based learning. As Moffett (2015) explains, “the flipped classroom reverses traditional learning by having students learn foundational material before class and apply it during class” (p. 331).
Instructional Video Best Practices
Pre-recorded instructional videos can efficiently deliver foundational content and free up class time for discussion and practice. Best practices include:
- Keep videos under 7–10 minutes
- Focus on one topic per video
- Use closed captions for accessibility
- Include active learning prompts
Tools Available at UIC COM
| Tool | Description | Access |
|---|---|---|
| Echo360 Universal Capture | Record screencasts or lectures from your desktop. | Available to all UIC faculty and staff |
| Zoom | Record live or solo sessions. | Available to all UIC faculty, staff, and students (Zoom FAQ) |
| Camtasia | Edit and enhance video content with quizzes, annotations, etc. | Purchase via TechSmith or iBuy (request academic pricing). |
| Panopto | Alternate lecture capture tool with similar functionality to Echo360. | Available upon request. |
| Adobe Captivate | Advanced interactive video and e-learning creation. | Requires webstore license and training support. |
Polling for Engagement
Polling tools encourage active participation and immediate feedback.
Poll Everywhere is available to UIC COM faculty and allows real-time audience responses using smartphones or laptops. Use it to:
- Check understanding during class
- Stimulate discussion with opinion polls
- Collect anonymous feedback
Educational Mobile Apps
Many students use mobile apps to support learning on the go. The Library of the Health Sciences maintains an up-to-date list of UIC-subscribed medical apps, including:
Core Clinical Apps:
- UpToDate
- AccessMedicine
- DynaMed
- Clinical Pharmacology
Subject-Specific Apps:
- Anatomy: 3D4Medical, IMAIOS e-Anatomy
- Cardiology: ACC Guideline App
- Dermatology: DermAtlas
- Infectious Diseases: Johns Hopkins ABX, HIV, and Diabetes Guides
- Radiology: Radiological Classifications,
- Surgery: Touch Surgery – Surgical Simulator
- General: CDC Mobile Apps
View the Libraries of the Health Sciences
Additional Resources
- MERLOT ELIXR – Multimedia case stories of innovative teaching practices
- LinkedIn Learning – Teaching and technology tutorials
- UCSF Teaching Toolkit – Strategies for medical educators
Selected References
- Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE-Life Sciences Education, 15(6), 1-6.
- Issa, N., Mayer, R. E., Schuller, M., Wang, E., Shapiro, M. B., & DaRosa, D. a. (2013). Teaching for understanding in medical classrooms using multimedia design principles. Medical Education, 47 , 388-396.
- Moffett, J. (2015). Twelve tips for ‘flipping’ the classroom. Medical Teacher, 37, 331-336.
- Norman, M. K. (2017). Twelve tips for reducing production time and increasing long-term usability of instructional video. Medical Teacher, 39(8), 808-812. DOI: 10.1080/0142159X.2017.1322190
- Walling, A., Istas, K., Bonaminio, G. A., Paolo, A. M., Fontes, J. D., Davis, N., & Berardo, B. A. (2016). Medical student perspectives of active learning: A focus group study. Teaching and Learning in Medicine. DOI: 10.10080/10401334.2016.1247708
- White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., & Worden, M. K. (2014). Why are medical students ‘checking out’ of active learning in a new curriculum? Medical Education, 48, 315-324. DOI:10.1111/medu.12356
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