‹  February 2017  ›

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1 March 2017

Introduction to Evidence-Based Teaching: What Does the Evidence Say about How We Should Teach?

We usually teach according to a combination of our experience and our intuition. However, learning demonstrably improves when teaching is informed by evidence on the most effective practices. The body of evidence about the most effective practices in university science education has become both large and compelling. I will summarize the evidence and discuss both the barriers and the pathways to making changes in our teaching.


10 March 2017

Annual Ball of the 3rd FM CU 2017

We're very happy to invite you all to the 19th Annual Ball of the Third Faculty of Medicine which will be held on 10th of March at 7 p.m. in the Národní dům na Vinohradech.


15 March 2017

10 YEARS OF EXCELLENT IDEAS

In March 2017 the ERC will celebrate its 10th anniversary. In 10 years only it has become a brand of scientific excellence and a recognised success story for the European Union: thousands of research leaders and teams supported, almost 100 000 articles featuring ERC projects in international scientific journals, ....


22 March 2017

Motivating Students

As teachers, we feel that often we go to a lot of work to teach and assist our students, yet the students do not always seem to put in as much effort as we are. They often do not study as much and as early as they should, and sometimes they do not even come to class. What can we do to change this? Is it even our responsibility to motivate the students, anyway? In this workshop we will discuss these questions as well as the theory (from cognitive science) and practice of student motivation. When students are motivated, they learn more-- and teaching is a lot more enjoyable, too.


5 April 2017

But What About Covering My Content? / Content Monster

Many of the most effective teaching practices involve spending some, or even most, of our time together in class having students answer questions, solve problems, and otherwise engage with our content. How can we spend time on these types of practices, yet also have enough time to “cover” all of the content that the students need to learn? I have good news for you in this workshop, which will help you banish the content monster from your classroom, while still allowing your students to learn more content (and truly understand it better) than they did before.


6 April 2017 – 8 April 2017

7th International Students' Conference of Young Medical Researchers

We are pleased to invite you to attend the 7th International Students' Conference hosted by Wroclaw Medical University. This year's conference will include five English sessions with a program that offers many opportunities for debate and discussion, such as Internal Medicine, Cardiovascular Diseases, Neurology & Radiology, Current Controversies & Trends in Medicine and Health Sciences. Abstract Deadline 19. 2. 2017.


3 May 2017

Outcomes-Based Course Design

Our students will learn more, and more deeply, and remember what they learn for a longer time, if we focus our classes on what students will do and learn, instead of what we will say. But how can we do this? This workshop is a practical session that will show you how to make the change to focusing on student learning—and see what that means for planning each class day. Although it seems like a big change, it is one you can make gradually, and one that ultimately creates a lot of freedom and space for learning.






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