VIRTUAL MADRID FOCUS ON PEDAGOGY
Abstract
Open pedagogy is becoming popular in higher education because it promotes equitable practices and student engagement through learner-centered approaches. By adopting open educational resources (OER), teaching practices, design, and content, medical educators can unlock transformative benefits for students and faculty. However, many educators are unaware of open pedagogical practices and the effective use of open educational resources. The session aimed to introduce faculty to the practices of open pedagogy and equip them to function as open educators by explaining foundational concepts, highlighting practice strategies, demonstrating the use of OER, and challenging participants to co-partner with students to deliver student-generated content. A faculty development boot camp was designed and delivered to medical educators from diverse clinical and academic backgrounds. The session included a presentation on foundational open concepts, an interactive discussion on its relevance in medical education, and an opportunity for faculty to identify and adopt OER within their teaching practices. To determine how often faculty integrated open pedagogical concepts within their teaching, an assessment checked the frequency of using open pedagogy, content, design, and assessment practices. Though 15 participants attended the workshop, six individuals self-reported a response. The respondents incorporated open pedagogy, 66.7% sometimes and 33.3% always. Regarding open content, 40% used it sometimes, 40% often, and 20% always. Open design practices showed greater variability, with 40% never using it, 20% sometimes, and 40% always. For open assessment, 20% never used it, 20% sometimes, and 60% often. These results indicate that while open pedagogy and open content are gaining traction among medical educators, there remains variability in the adoption of open design and open assessment.
Dr. Lydia Elliott’s leadership purpose is centered on elevating outcomes through human-centered curriculum design, emphasizing inclusivity, compassion, and equity. Her approach is grounded in effective communication, which serves as a bridge to connect with diverse learners and ensure their voices are valued. This communication is built on empathy, openness, and active listening, fostering a personalized learning experience.
Deborah Virant-Young, PharmD, BCPS, BCC: I spent 7 years as an Assistant Professor of Pharmacology and Toxicology at MSUCOM and several years as a Clinical Pharmacy Manager, where I focused on advancing patient care services to improve patient safety and quality of care. I addressed the faculty and team development needs related to PS/QI initiatives. I re-joined MSU in September 2019. I have completed formal coach training through Case Western Reserve and was the Course Director for the ACGME-MSUCOM Hub course in Developing Faculty Competencies in Assessment. I lead the Patient Safety and Health Care Disparities resident education for developing PS/QI projects. As of August 2023, I am the Associate Dean for Faculty Affairs and Development at the Carle Illinois College of Medicine. My clinical background is in outpatient internal medicine with a focus on treating chronic disease states, including asthma, diabetes, cardiovascular disease, and anticoagulation management. My research interests include the impact of inter-professional collaboration on managing chronic disease states, PS/QI projects, and academic interventions and their outcomes.
5:00 pm - 6:30 pm
Wednesday 24th June, 2026