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Christopher Doty

head shot of professor christopher doty

Outstanding Teaching Faculty Award
2016 University of Kentucky Faculty Awards Ceremony

At the risk of putting you on the spot, what contribution to teaching do you believe led to your award recognition during the 2015-2016 academic school year?
Sustained and consistent effort to service the needs of the learner. "Showing up."

In your opinion, what are the qualities of a great teacher?
Use of multimodality learning in an environment of academic safety. Using a learner-centered curricular model.

What do you find most gratifying about teaching?
Creating the next generation of leaders.

What makes teaching challenging?
Using learner centered models requires a ton more work to maintain engagement.

How have you navigated those challenges?
Constant re-evaluation to make sure we are meeting the needs of the learners.

What are your interests outside of teaching (i.e., hobbies)?
Scuba diving, my wife and son, biking.

What would want to be if you weren’t a teacher?
A King.

What advice would you give to faculty at the beginning of her/his teaching career?
Remember the impact you are having on the future and on your learners. It gets you through the mundane work and the bad days.

In your opinion, how can faculty be most effective in the classroom?
Begin with the ending in mind. Begin every project with a clear view of what [the] learning objectives are.

What resources would you share with other faculty seeking to adopt new teaching practices?
Make it Stick: The Science of Successful Learning by Peter C. Brown

Christopher Doty is an Associate Professor of Emergency Medicine in the College of Medicine.

click here for Professor Doty's favorite teaching activity

My favorite teaching activity is to precept/teach procedural skill labs with the residents. The skill labs teach and reinforce uncommon, yet critical procedures that the residents will be required to perform on patients in their future practice.

Because of the design, the skill labs are one-on-one, or one-on-two with a learner. This allows easy communication and rapid diagnosis of any gaps in the learner’s knowledge base or abilities. [It also enables] you to rapidly tailor advice and remediation directly to the exact issue the learner is having.

Additionally, the residents are always happy to be learning the procedure and have good motivation to accept feedback. Because it is a motor skill, they are always happier to receive feedback in comparison to if it were just memorization of facts.