Faculty Development at the UCR School of Medicine

Power Writing Course

Transforming teaching by providing learning and support to the faculty of the University of California at Riverside School of Medicine through the Teaching Excellence Academy, workshops, webinars, podcasts, consultation, and online resources.



 We invite health professionals, scholars, community organizers, and anyone interested in health for all to learn about structural competency: the capacity to recognize and respond to health and illness as the downstream effects of social,political, and economic structures within and beyond the clinic walls. 

Teaching Physician

Want free access to an excellent clinical teaching resource? 

The University of California, Riverside School of Medicine has purchased TeachingPhysician.org, an online resource dedicated to supporting community preceptors and faculty as they train the next generation of physicians.

The site contains over 100 pages of content in 12 different sections. Each section contains quick tips, videos, audio interviews, answers to frequently asked questions, and links to in-depth resources. Faculty can earn up to 40.00 CME by reading the content on the website.

For login information contact the Office of Faculty Development.

Visit TeachingPhysician.org

Recommended Readings


The National Teaching & Learning Forum publishes an online journal with a wealth of information on teaching and learning. When reading it on campus, I was able to get full access to all articles through the UC library.  Check it out.

A great article from James Lang, author of Small Teaching on How to Teach a First Day of Class

Some excellent advice on how to get writing into a busy teaching schedule. The Worst Writing Advice in the World.

This is a great, short piece on how to make sure you get student buy-in for the content you are teaching. Focus Your Lectures with the One-Sentence Lesson Plan

This narrowly focused study looks at whether or not the use of active learning strategies had a negative impact on student evaluations of teaching. (Spoiler alert - they didn't!) Will my student evaluations decrease if I adopt
an active learning instructional strategy?

Interesting article from Medical Education: [The knowledge paradox: the more I know, the less I can clearly explain]