Thinking outside the box: Creative approaches to smalL group teaching

1. Thinking outside the box: Creative approaches to smalL group teaching BasakArdalani Vivienne Lemos AruneeTipwong INTAPT 2012-2013

2. Objectives • Recognize the differences between PBL and seminar format in small group teaching • Identify advantages and disadvantages of each teaching format • Experience creative ways to enhance small group learning in PBL and seminar formats

3. outline • PBL • Definition • Scenario • Review of learning objectives • BREAK • Seminar • Definition • Scenario • Review of learning objectives

4. INtroductions

5. Test your PBL knowledge:True or False • 1. PBL can be used to teach any subject • 2. PBL improves knowledge base and clinical outcomes • 3. An example of a good facilitator is one who answers all the students’ questions TRUE FALSE

6. Problem-Based learning (PBL)

7. PBL definition PBL PROCESS • Problem-based • Learner-centred educational approach • Active learning • Peer sharing of knowledge, resources • Small group

8. PBL: A History

9. Knowles’ Five Assumptionsof Adult Learners • Self-directed • Incorporate previous life experience • Readiness to learn related to social developmental tasks • Results-oriented • Internal motivation to learn

10. Knowles’ Seven Elementsof Adult Education • Applications of Knowles Theory: • Safe environment • Active learner involved in the planning of their goals • Learner identifies their weakness • Learner creates learning plan • Learner identifies strategies and resources • Facilitator encourages learner • Learner self-evaluates

11. PBL Scenario • The Challenging Patient… • Identify facilitator, scribe, actors: 1 min • Role play: 5 min • Learning objectives: 2 min • Group discussion: 12 min • BE CREATIVE

12. What did we learn?

13. What did we learn? When dealing with an angry patient you should: • Match their tone of voice • Validate their feelings • Remain calm

14. What did we learn? • What creative teaching methods did you learn?

15. Self-assessment • Role play • Summary of learner’s reflections • Debrief facilitator and students & Characteristics of facilitator in PBL

16. Pros and Cons of PBL

17. PBL Variation • Process • Problem selection • Format • Team-based learning:

18. Test your PBL knowledge:True or False • 1. PBL can be used to teach any subject • 2. PBL improves knowledge base and clinical outcomes • 3. An example of a good facilitator is one who answers all the students’ questions

19. Questions?

22. Seminars • A seminar is used to refine knowledge from a previous lecture topic (K) • An advantage of seminars is that it requires minimal preparation (A) • An example of a good facilitator is one who answers all students’ questions at the end of the session (S) FALSE TRUE

23. Seminars: A definition • Based on previous lecture • Learner-centred • Medium-sized group (15-25) • Informal • Interactive: debate, active listening • Requires preparation • Depends largely on teacher’s skills • Based on social constructivist theory

24. Social constructivist theory • Group constructs knowledge for one another • Promotes discussion, knowledge sharing, critical thinking • Requires collaboration • Self-directed learners

25. Seminars: Facilitator skills • Active listener • Knowledgeable about topic • Enthusiasm • Skilled at promoting discussion • Leader

26. Seminar activity • Facilitator: Arunee • Prepare a 3 min presentation regarding assigned topic to present to the group • BE CREATIVE! • Allotted preparation time: 20 min

27. What did we learn? • How would you run this session differently if you were the facilitator? • Self & Peer assessment (Creativity)

28. Test your Knowledge: True or False • A seminar is used to refine knowledge from a previous lecture topic (K) • An advantage of seminars is that it requires minimal preparation (A) • An example of a good facilitator is one who answers all students’ questions at the end of the session (S) TRUE FALSE

29. Other teaching strategies • Multimedia • Movies/video • Cell phones • Music • Books • Art • Patient encounters • Expert speakers • iClickers • Interactive games • Debate • Materials or tools related to subject

30. SWOT analysis:pbl

31. SWOT analysis:pbl

32. SWOT analysis:Seminar

33. SWOT analysis:Seminar

34. Questions?

35. References • Crosby, JR, Hasketh, EA. Small Group Learning. [Internet] [Scotland] 2004 [Cited 2012 Oct 14]. Available from http://www.nes.scot.nhs.uk/nes_resources/ti/SmallGroups.pdf • Mohanna K, Cottrell E, Wall D, Chambers R. Teaching Made Easy: A Manual for Health Professionals (Third Edition). Abingdon, UK: Radcliffe Medical Press, 2011. • Dobson S, Bromley L, Dobson M. How To Teach: A Handbook for Clinicians. Oxford, UK: Oxford University Press, 2011. • Exley K, Dennick R. Small Group Teaching: Tutorials, seminars and beyond. New York, USA: RoutledgeFalmer, 2005

36. Pros and Cons of Pbl CONS • Requirescompetent facilitator • Time consuming • Not good for every subject • Not everyone comes prepared to contribute • Resource-intensive • PROS • Fosters critical thinking skills • Builds on prior knowledge • Improves communication skills • Develops team work • Active learning process