Program Details
Overview
Each topic begins with an overview with Topics 1, 3 and 5 delivered as Live Virtual Meetings (synchronously on Zoom), while Topic 2 and 4 are delivered as an interactive video that can be viewed asynchronously.
The first meeting includes orientation and will run for 1.5 hours from 5:30 – 7:00 pm. The rest of the meetings will run for 1 hour. For 2026/27 the Live Virtual Meeting/interactive video schedule is as follows:
| TOPIC | DATE |
|---|---|
| Topic 1 – Introduction & Preparing for Teaching | Tuesday, September 22nd 2026 Time: 5:30-7:00pm |
| Topic 2 – Learning Relationships | Interactive Video – Suggested timeframe for viewing November 2026 |
| Topic 3 – Teaching Skills – In Office | Tuesday, January 19th, 2027 Time: 5:30-6:30pm |
| Teaching Tales & Tips* | Tuesday, January 19th, 2027 Time: 6:30-7:00pm |
| Topic 4 – Teaching Skills – Virtual | Interactive Video – Suggested timeframe for viewing March 2026 |
| Topic 5 – Feedback, Assessment & Observation | Tuesday May 11th, 2027 Time: 5:30-6:30pm |
*NOTE: Teaching Tales & Tips is an optional 30 minute session designed for new and aspiring teachers and provides a comfortable place to connect with and learn from program faculty and experienced teachers.
After the Live Virtual meeting or video you will complete an hour’s worth of self-paced E-Learning on UBC’s online learning platform.
Finally, you will attend a Small Group Case-Based Learning Session hosted by your Division or UBC. You will have the opportunity to interact and discuss case scenarios with your peers in an informal and relaxed way. There is the flexibility for groups to combine sessions and meet fewer times. Your Division will reach out to setup a time for these sessions.
Teaching Topics
Each topic covers a different aspect of being a preceptor. Click on the accordions for an overview of the learning objectives of each topic.
By the end of this topic, you will be able to:
- Describe a general overview of the UBC medical school curriculum
- Describe the general teaching expectations for UBC Family Medicine preceptors based on the educational year of the learner
- Identify common approaches to optimizing office set-up and orienting the learner to the practice setting
- Explain the importance of co-constructing learner goals and expectations
- Apply the learning principles from the ‘Preparing for Teaching’ block to their own teaching context
By the end of this topic, you will be able to:
- Describe the importance of the educational alliance for learning
- Recognize the impact of role-modeling and mentoring in learning
- Describe student professionalism expectations in a clinical setting
- Identify factors that support an inclusive learning environment
- Apply the learning principles from the ‘Learning Relationships’ block to their own teaching context
By the end of this topic, you will be able to:
- Implement approaches that support clinical learning and skill development
- Implement strategies that encourage and support clinical reasoning
- Identify approaches for time-efficient teaching (in person)
- Integrate different strategies to teaching multiple learners
- Apply the learning principles from the ‘Teaching Skills Part One’ block to their own teaching context
By the end of this topic, you will be able to:
- Implement approaches that incorporate learners into virtual clinical environments
- Describe ways to optimize the use of technology with learners
- Identify approaches for time-efficient teaching (virtual)
- Describe the challenges of developing patient rapport in a virtual setting
- Apply the learning principles from the ‘Teaching Skills Part Two’ block to their own teaching context
By the end of this topic, you will be able to:
- Construct a feedback conversation with a learner (educational alliance)
- Recognize the role of direct observation in providing credible feedback
- Recognize the importance of student assessments and the early identification of challenges
- Describe approaches that support the learner in difficulty
- Describe the utility of using teacher assessment data and student feedback to inform teaching practices
- Apply the learning principles from the ‘Feedback, Assessment, and Observation’ block to their own teaching context