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Personal Experience of Facilitating Enquiry-Based Learning in a New Programme

This presentation explores my personal experiences in facilitating Enquiry-Based Learning (EBL) within the innovative Manchester Dental Programme. Over five years, this programme integrates basic scientific knowledge and clinical skills through structured EBL sessions. I will discuss the challenges and successes encountered while guiding first-year and fourth-year students, emphasizing group dynamics and assessment strategies. Key challenges include engaging quieter participants and managing disruptive behavior. Insights gained will be valuable for educators aiming to enhance student learning and participation.

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Personal Experience of Facilitating Enquiry-Based Learning in a New Programme

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  1. Personal Experience of Facilitating Enquiry-Based Learning in a New Programme

  2. (what I am going to talk about) • What is the new Manchester Dental Programme • Structure of the EBL sessions • My role • Problems CEEBL Postgraduate Symposium

  3. TMDP • The Manchester Dental Programme • Bachelor of Dental Surgery • Enquiry based learning approach spans its 5 year duration • Basic scientific and clinical knowledge and skills taught in parallel • EBL sessions CEEBL Postgraduate Symposium

  4. Structure of 1st year EBL • 4 sessions (no longer than 55 minutes) • Session 1-3 • Discussion of the problem (case) • Formative assessment • 15 minutes feedback in session 3 • Session 4 • Task oriented • Tests analytical skills & application of knowledge • Summative assessment CEEBL Postgraduate Symposium

  5. 1st Session • Define roles • Chair person • Scribe • Read problem • Identify unfamiliar terms and cues • Thought showers • Learning objectives (LOs) CEEBL Postgraduate Symposium

  6. Example James wanted to go to a shop to buy a quick meal. Nearby was a Tesco shop and a local shop selling fresh homemade food. James was a diabetic and only had three pounds to spend, but he wanted to buy a healthy meal. CEEBL Postgraduate Symposium

  7. Learning objectives • Constituents of a healthy diet • Dietary requirements for a diabetic • Barriers to consumption of a healthy diet CEEBL Postgraduate Symposium

  8. 2nd and 3rd session • Discuss agreed learning objectives • No notes allowed • Diagrams encouraged • ‘revision’ of learning objectives • Dynamics: • Usually more lively • More confidence • Knowledge: • Starts superficial • Deeper understanding CEEBL Postgraduate Symposium

  9. 3rd Session/ feedback • 15 minutes feedback • Group dynamics • knowledge CEEBL Postgraduate Symposium

  10. 4th session • Assessed task to test analytical skills and application of knowledge • Drip feed • Finding and explaining mistakes • Quizzes • Journal clubs CEEBL Postgraduate Symposium

  11. My role • Facilitate discussions • Make sure students reach LOs • Assist chairperson with group dynamics • Sit quietly, observe and listen • Nod, smile, frown • Eye contact • Occasional prompting • Moderate feedback CEEBL Postgraduate Symposium

  12. Problems: the ‘quiet’ person • Why quiet? • Not prepared • Quiet personality • Needs time to think critically • Why is it a problem? • Difficult to assess • Other members don’t benefit from experience • Doesn’t benefit from discussion • Dentist needs to communicate with dental team CEEBL Postgraduate Symposium

  13. Problems: the ‘quiet’ person • How to overcome: • Make eye contact • Ask them to chair • Don’t allow them to scribe • Give them an important part of the task • Change seating arrangements • Mention in formative assessment • Talk to after class CEEBL Postgraduate Symposium

  14. Problems:disruptive person • Why is it a problem: • Other members aren’t allowed to contribute • Doesn’t benefit from discussion • Prevent discussion from progressing • How to overcome: • Don’t make eye contact • Ask to scribe • Change seating arrangement • Let group take care of it CEEBL Postgraduate Symposium

  15. Problems:Silence • Let it happen CEEBL Postgraduate Symposium

  16. Problems:Asking direct questions • What do people think? • Reply with open-ended question CEEBL Postgraduate Symposium

  17. CEEBL Postgraduate Symposium

  18. CEEBL Postgraduate Symposium

  19. CEEBL Postgraduate Symposium

  20. Thank you CEEBL Postgraduate Symposium

  21. Personal experience with EBL • Masters Degree – taught by EBL • Reading books/papers • Trained in facilitating EBL sessions • Facilitate EBL sessions for 1st year undergraduates • Facilitate EBL sessions for 4th year undergraduates • 3rd year Orthodontic module • Trained in moderating focus groups (NatCen) CEEBL Postgraduate Symposium

  22. 1st session • Dynamics • Chair responsible for managing session • Scribe_ writing • Silence • Confusion • Previous experience • Short cuts • Knowledge • Low levels of knowledge • Previous experience • (Prepared) CEEBL Postgraduate Symposium

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