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Adapt, Evolve or Become Extinct Making Educational Change Work FOR You

Adapt, Evolve or Become Extinct Making Educational Change Work FOR You. Robert G. Carroll, Ph.D. Brody School of Medicine, East Carolina University Greenville, North Carolina, USA. 2012 IAMSE WAS Series Sept 20, 2012. Professor of Physiology

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Adapt, Evolve or Become Extinct Making Educational Change Work FOR You

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  1. Adapt, Evolve or Become ExtinctMaking Educational Change Work FOR You Robert G. Carroll, Ph.D. Brody School of Medicine, East Carolina University Greenville, North Carolina, USA 2012 IAMSE WAS Series Sept 20, 2012

  2. Professor of Physiology Assistant Dean for Academic Affairs in the Basic Sciences Editor, Advances in Physiology Education Founding Secretary of IAMSE Former NBME Physiology Committee member

  3. Educational Change • Driven by findings from educational research • Change is tough (Machiavelli) • Understanding why the changes are desirable can reduce resistance

  4. One Model of Education information teacher learners performance

  5. Educational Research has/is Changing Things Bloom’s Taxonomy information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle peers Competency testing performance

  6. Seminar Outline • Incorporating existing educational paradigms • Bloom’s taxonomy • Knowles’ Adult Learning Theories • Kolb’s 4-Stage Learning Cycle • Role of competency testing • Impact of technology • Implications for teaching • Summary and discussion: Managing Change

  7. Impact of Educational Research Bloom’s Taxonomy 1956 information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle peers Competency Testing performance

  8. Bloom’s Taxonomy for Pre-clinical Educators • Knowledge • Comprehension • Application • Analysis • Evaluation • Synthesis (Creating) Students in traditional curriculum Graduate Students

  9. Incorporate Analysis and Evaluation • Knowledge • Comprehension • Application • Analysis • Evaluation • Synthesis (Creating) Students in the ‘new’ curriculum Graduate students

  10. Educational Change 1: Incorporate Analysis and Evaluation Activities • Classroom objectives must match program objectives • Adjust your teaching activities to the needs of your learners

  11. Impact of Educational Research Bloom’s Taxonomy information Knowles’ Adult Learning 1980 teacher Technology learners Kolb’s Learning Cycle peers Tests performance

  12. Classroom task • Learn Turkish • Time constraint - 3 months • Purpose - Travel to scientific congress • Think (1 minute by yourself) • Pair (talk to your ‘neighbors’) • Share (whole class discussion)

  13. Pedagogical approach • High School German • Drill vocabulary • Exam motivated • Grammar • Stimulus-response

  14. Pedagogyvs.Adult Learners External MotivationInternal Authority Environment Peers Novice Perspective Experienced Passive ExecutionActive External Exams EvaluationInternal

  15. Unresolved issues • Content vs. Depth • Learning vs. Retention

  16. If the goal of teaching is learning… Note: There is NO research to support this theory

  17. Active learning approaches • Advantages • Promotes higher cognitive skills • Develop analytical skills • Disadvantages • Depth, but not breadth, of material • Large time demands on faculty and students

  18. Lecture • Advantages • Emphasize important points • Introduce terms and concepts • Workload independent of class size • Disadvantages • Student attention span < 50 minutes • Stenography, not thinking, in class • Little higher level processing

  19. Small group approaches • Advantages • Peer interactions • Depth of learning • Self-directed • Disadvantages • Content can vary • Limited breadth of information • Little control of depth

  20. Educational Change 2: Diversify Your Teaching Skills • Allows you to incorporate multiple approaches to teaching • Determine teaching goal • Select the correct tool for the job

  21. Impact of Educational Research Bloom’s Taxonomy information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle 1970 peers Tests performance

  22. Kolb’s 4-Stage Learning Cycle Concrete Experience Active Experimentation Reflective Observation Abstract Conceptualization

  23. Educational Change 3: Become a ‘Reflective’ Practitioner • The “Experience” only begins the process • Education should offer opportunities to • Reflect on the experience • Consolidate and incorporate into existing knowledge • Apply new knowledge • Model this behavior for your students

  24. Impact of Educational Research Bloom’s Taxonomy information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle peers Tests performance

  25. What they don’t tell you • Evaluation determines student behavior • Whoever evaluates learning, controls learning

  26. Begin with the end in mind - both yours and others • Minimal content expectations (OT) • Intermediate content expectations (PA) • Significant content expectations (MD) • Medical Physiology Learning Objectives • Significant skills expectations (PhD) • List of Professional Skills for Physiologists and Trainees

  27. Physiology for Medical Students • Establish expectations • Europe FEPS End-Terms Medical Physiology • Canada CanMEDS • USA APS Medical Physiology Learning Objectives • Match testing to these expectations • Shift from “learning objectives” to “competencies” • Group from IAMSE is exploring this

  28. Controlling the curriculum • Licensing Examinations • Defining Medical Physiology • Aging • Health promotion • Wellness • Gender Differences

  29. APS/ACDP List of Professional Skills for Physiology Trainees Graduate education is a continuum Skills rather than content Available on APS web site Developing web links for each skill

  30. Educational Change 4: Align Goals, Competencies and Objectives • Determine the educational objectives before making instructional decisions • Activities and Evaluation also must match the goals, competencies and objectives

  31. Impact of Educational Research Bloom’s Taxonomy information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle peers Tests performance

  32. The APS Archive of Teaching Resources

  33. Millennial Learners • As a group, create their own information • Unlimited access to information • “How to find information” is as important as the information • Strong preference for dynamic, interactive media

  34. Educational Change 5: Embrace Novel Technology • Incorporate media • Review for accuracy

  35. Impact of Educational Research Bloom’s Taxonomy information teacher Technology Knowles’ Adult Learning learners Kolb’s Learning Cycle peers Tests performance

  36. Summary: Understand and Embrace Impending Changes • Incorporate analysis and evaluation activities • Diversify your teaching skills • Become a ‘Reflective Practitioner’ • Align goals, competencies and objectives • Embrace technology

  37. What has not changed: The role of the teacher in education • Create an environment • Provide direction • Model behavior

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