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Creation of an Active Learning Environment in the Lecture Setting

Creation of an Active Learning Environment in the Lecture Setting. Bonnie Desselle, MD Program Director LSUHSC Pediatric Residency Program. Disadvantages of Traditional Lectures. http://projectflexner.sites.medinfo.ufl.edu/interactive-teaching/. Why promote Active Learning in lectures?.

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Creation of an Active Learning Environment in the Lecture Setting

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  1. Creation of an Active Learning Environment in the Lecture Setting Bonnie Desselle, MD Program Director LSUHSC Pediatric Residency Program Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  2. Disadvantages of Traditional Lectures Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520. http://projectflexner.sites.medinfo.ufl.edu/interactive-teaching/

  3. Why promote Active Learning in lectures? • Increase learning with active participation • Improve attention span and motivation • Increased memory • Increased faculty and resident satisfaction Sternert Y and Snell LS. Interactive Lecturing: strategies for increasing participation in large group settings. Med Teacher 21:37-42, 1999 Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  4. Passive vs. Active Learning Is the purpose of conducting lectures for the faculty to teach or is it for the learners to learn? • Shift the focus to the learner • Don’t view your lecture just as a delivery of information • Bi-directional flow of information What is most important at the end of the lecture is what the residents LEARNED and not what was taught! Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  5. Barriers to Interactive LecturesSternert Y and Snell LS. Interactive Lecturing: strategies for increasing participation in large group settings. Med Teacher 21:37-42, 1999 • Losing control of audience • Not being able to cover all content information • Not knowing the answer to the questions posed by residents • Time it will take to alter present lectures or create new ones Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  6. How do we promote active learning in didactic lectures? Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  7. Attributes of the Effective Medical Lecture Case-based format • Better retention of material • ‘Stories’ are easier to retrieve than conceptual memory • Problem solving Interactive Higher order questioning Successful Lecturing: A prospective study to validate attributes of the effective medical lecture. J Gen Intern Med 2000;15:366-371 AMEE Medical Education guide no. 22: refreshing lecturing: a guide for lectures. Medical Teacher 2001;23:231-244. Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  8. Interactive Techniques • Questioning the audience • Wait time ( > 5 secs), ask the whole audience • Breaking into small groups or pairs • Think-pair-share • Completing worksheets • Using audience response systems • Simulation or role play • Videotapes Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  9. Lower vs Higher Order Thinking Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  10. Higher Order QuestioningHow, what if, when, why..? • Identify the patient problem? • What do you think is the main problem? • Data acquisition • What historical info will you obtain? • What will you be looking for on physical exam? • Create a differential • What do you think could be the cause (s)? • Anything else could be causing this? • Can you compare and contrast these diseases? • What if…? Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  11. Higher Order Questioning • Justify their answers • Why do you think ____? • Physical exam or lab tests or radiographs • How do you interpret this? • How does it fit with your diagnosis? • Can you expand your answer or explain further? • How would you approach this patient? Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  12. Review an Interactive Lecture Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  13. Getting Started: How to Create an Interactive Lecture • Identify a few key essential points • Create one or more cases • Determine how to reveal case • Create a worksheet • Formulate questions/structure • Develop a few slides • pictures, summary points, diagrams • State key elements in beginning or end Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

  14. Other tips… • State the organization of the lecture • Ask clear questions • Pause after each question >5sec • Ask them to recall similar cases • Make them justify their answers • Incorporate basic science principles Desselle BC, English R, Hescock G, Hauser A, Roy M, Yan T, Chauvin SW. Evaluation of a Faculty Development Program Aimed at Increasing Residents’ Active Learning in Lectures. J Grad Med Educ. 2012;4(4):516-520.

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