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Model Curriculums for Net Geners

Model Curriculums for Net Geners. A Columbia University Case Study. Challenges.

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Model Curriculums for Net Geners

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  1. Model Curriculums for Net Geners A Columbia University Case Study

  2. Challenges Dental Student prefer to learn by attending lectures and prefer instructors who 1) use detailed visuals to augment their verbal presentations and 2) facilitate students’ note-taking during class with guided lectures notes and handouts. [Murphy 2004]

  3. Review of the Literature • Note Taking • Strong evidence for encoding and studying your own notes • PowerPoint • Strong evidence students perceive ppt lectures are better • Weak evidence ppt improves learning • Podcasting • Weak evidence on student perception • No good research on learning

  4. experiencing • WHY • Diverging: Personal meaning and motivation • Syllabus, learning objectives • Pretest, survey • Learning plan • EBM - Clinical scenario, PICO • IF • Synthesis and extension • Assessment • Creating wiki pages • Apply in clinical practice Maintenance Precontemplation Contemplation Preparation doing reflecting • HOW • Practice and apply new knowledge • Concept map of notes • Case discussion • Case creation by students, micro-teaching • Simulation • Image annotation • EBM – analysis and summary • WHAT • Acquisition of new knowledge with • Note-taking to activate encoding function (not just storage) • Lecture, podcast • Reading text • EBM - Literature search and retrieval Action thinking

  5. A purely lecture based curriculum increases emphasis on passive learning and memorizing by the students and may not challenge the students to self-learn and reflect. [DentEd Working Group 5 – Educational Methods 2006]

  6. The importance of the need for lifelong learning skills continues to grow primarily due to the explosion of knowledge in the biological and clinical sciences and its rapid dissemination through the media of new communication and computer technologies. [DentEd Working Group 5 – Educational Methods 2006]

  7. Identify what should be taught (Darling, 2006) 2 significant unique 1 3 4 common

  8. Team-Based Learning

  9. Goals for my course • What is a professional • Critical thinking • LLL • Biostat • EBD

  10. Overview of TBL

  11. GRAT

  12. Application of Net Gen Characteristics Educating the Net Generation www.educause.edu/EducatingtheNetGeneration/5989 • Digitally Literate • Connected • Immediate • Experiential • Social • Teams • Structure • Engagement and Experience • Visual and Kinesthetic • Things that Matter

  13. Presenting Problem • Extraction vs. Non-extraction • Factors: • Age • Sex • Degree of impaction • # to be removed • Stage of Disease • Cost

  14. Age • - Risk of complications increase after age 25 (Chuang, Perrot, and Dodson) • - Patient is 20 years old At greater risk for post-op complications > 25 years old

  15. Sex • Females have a higher risk of post-op complications than men (Blondeau and Daniel) • Patient is female

  16. Degree of Impaction • Correlation between degree of impaction and post operative complications (Blondeau and Daniel) • Some degree of bony impaction • Fully impacted => cysts • Partially impacted => decay and gum disease around 2nd molar

  17. # to be removed • Possibility of extreme swelling with simultaneous removal of all 4 wisdom teeth (Capuzzi) • Patient wants to remove all 4 wisdom teeth • Break up appointments

  18. Professional Life-Long Learning Plans PL3P The project was developed under a grant from the Fund for Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

  19. Professional Learning Triad • Self-Regulated Learning • Portfolio • Reflection

  20. Self-Regulated Learning Prerequisite for an Evidence-based Practice Fundamental to the new paradigm of dental education is the belief that dentists who are self-directed learners, with the knowledge and skills to access and evaluate current information will deliver cost-effective, quality care to their patients. [Fung 2000]

  21. Portfolios • A collection of evidence • to promote reflective thinking about past experiences and to determine the direction of future learning.

  22. Importance of Communication Research has clearly shown that health professionals change their practice and improve health care more as a result of informal educational processes than formal ones. [Davis 1995, Lave 1991]

  23. Reflection Document critical incidence of learning or elements of surprise.

  24. When one is ‘being professional’ there are no ‘right’ answers, only best ones. [Treyman 2000]

  25. how can society be reassured that what is being learnt is ‘correct’?

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