Using a Mock Trial: An Experiential Learning Opportunity

2020 ◽  
Vol 14 (1) ◽  
pp. 58-60
Author(s):  
John Miller ◽  
Todd Seidler
Keyword(s):  
Experiential Learning ◽  
Learning Opportunities ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Learning Opportunity ◽  
Mock Trial ◽  
Trial Experience ◽  
Lecture Format ◽  
Mock Trials

Experiential learning opportunities are significant supplements to the traditional lecture format. Among experiential learning methods, mock trials have been proven to be effective. Experiential learning provides the students with a platform from which they can integrate and apply concepts gleaned from class. Students are challenged to write and orally communicate these concepts at a level that would be clear to those involved in the experience. Kolb’s model of experiential learning provides four stages through which students may become genuine learners. This study illustrates how the authors implemented a mock trial experience into their classes to create an experiential learning opportunity.

scholarly journals Mock Trial as a Learning Tool in a Family Medicine Residency

2020 ◽  
Vol 52 (10) ◽  
pp. 741-744
Author(s):  
Robert P. Lennon ◽  
Karl T. Clebak ◽  
Jonathan B. Stepanian ◽  
Timothy D. Riley
Keyword(s):  
Family Medicine ◽  
Teaching Practice ◽  
Free Text ◽  
Malpractice Litigation ◽  
Family Medicine Residency ◽  
Mock Trial ◽  
Trial Experience ◽  
Overall Evaluation ◽  
Mock Trials ◽  
Legal Concepts

Background and Objectives: Mock trials have been used to teach medical learners about malpractice litigation, ethics, legal concepts, and evidence-based practice. Although 5.2% of family physicians are sued for malpractice annually, there is no formal requirement nor curriculum for educating our residents about malpractice, and mock trial has not been reported as an education modality in a family medicine residency. We developed a mock trial experience to educate family medicine residents about malpractice litigation and evaluated the resident experience over 3 years. Methods: This is a retrospective, single-site study evaluating resident experience in our mock trials. We assessed perceived value using a 5-point Likert scale; and we assessed knowledge with free-text answers to both open and closed questions. We used descriptive statistics to describe data. Results: Residents found the mock trial effective and engaging, giving the experience an overall evaluation of 4.9/5±0.3; 86.4% identified the importance of documentation as a learning outcome; 72.7% of residents identified negligence as necessary to justify a lawsuit, but they demonstrated limited mastery of the four elements of negligence, with 45.5% correctly listing harm, 40.9% causation, 13.6% breach of duty, and 0% duty owed. Conclusions: Mock trial is an enjoyable and effective tool to engage residents and provide a general understanding of malpractice litigation. It is less effective in conveying nuanced details of negligence. It may also be effective in teaching practice management techniques.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Non-Traditional Immersive Seminar Enhances Learning by Promoting Greater Physiological and Psychological Engagement Compared to a Traditional Lecture Format

2021 ◽  
pp. 113461
Author(s):  
Jacob M. Wilson ◽  
Raad H. Gheith ◽  
Ryan P. Lowery ◽  
Dallen D. Reber ◽  
Matthew W. Stefan ◽  
...  
Keyword(s):  
Traditional Lecture ◽  
Psychological Engagement ◽  
Lecture Format

scholarly journals Assessment of Experiential Learning and Teaching Approaches in Undergraduate Programmes at the School of Agricultural Sciences, Makerere University, Uganda

2017 ◽  
Vol 6 (5) ◽  
pp. 155
Author(s):  
Opolot Henry Nakelet ◽  
Isubikalu Prossy ◽  
Obaa Bonton Bernard ◽  
Ebanyat Peter ◽  
Okello Dorothy
Keyword(s):  
Experiential Learning ◽  
Teaching Quality ◽  
Learning Approaches ◽  
Learning Abilities ◽  
Traditional Lecture ◽  
Learning And Teaching ◽  
Makerere University ◽  
Curriculum Review ◽  
Lecture Method ◽  
Agricultural Sciences

Competent graduates are a critical input in enhancing the university’s role in agricultural transformation. How graduates play their role in contributing to development mirrors on how they trained. Low quality graduates are believed to be a product of a more subject-centered and instructive style of teaching. The Makerere University Kampala School of Agricultural Sciences (SAS) made effort to improve and enhance the competence of its lecturers to use a learner centered teaching approach in its programmes through training. This paper presents an assessment of how the training influenced the lecturers to use different teaching practices toward producing quality responsive graduates. Data was collected from 120 students and 20 lectures from the SAS using a semi-structured questionnaire. The findings show that Training lecturers in experiential learning influenced their awareness and use of experiential learning approaches in delivery of the courses they taught. Effective application of experiential learning approaches was constrained by challenges of varied understanding and appreciation of the concept among lecturers, short class periods, large class sizes and financial limitations. In effect, the traditional lecture method remained dominant. Above all, application of experiential learning approaches is not institutionalized at SAS thus limiting the attainment of critical and reflective thinking for the attainment of lifelong learning abilities among students. To strengthen application of experiential learning approaches, training of all lecturers and curriculum review to integrate experiential learning practices as part of the general teaching quality assurance measures is critical.

scholarly journals Challenging Anzac myths in tertiary teaching: Engaging preservice teachers

2019 ◽  
Vol 16 (5) ◽  
pp. 54-68
Author(s):  
Margot Ford ◽  
◽  
James Bennett ◽  
Michael Kilmister ◽  
◽  
...  
Keyword(s):  
Preservice Teachers ◽  
First Year ◽  
Degree Programs ◽  
Traditional Lecture ◽  
South Wales ◽  
Tertiary Teaching ◽  
Lecture Format ◽  
Australian History ◽  
Historical Resources ◽  
Pedagogical Approaches

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students’ main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.

scholarly journals Combining statistics: The effects of phonotactics on cross-situational word learning

2021 ◽  
Author(s):  
Rodrigo Dal Ben ◽  
Débora de Hollanda Souza ◽  
Jessica Hay
Keyword(s):  
Word Learning ◽  
Learning Opportunities ◽  
Brazilian Portuguese ◽  
Facilitative Effect ◽  
Learning Paradigm ◽  
Learning Opportunity ◽  
Exploratory Investigation

Regularities in speech can both help listeners make sense of their noisy world and support word learning. Two types of regularities that influence word learning are word-object co-occurrences and phonotactic probabilities. Here we conduct an exploratory investigation of the effects of phonotactics on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 62) participated. Using a cross-situational word learning paradigm, we conducted two experiments in which sets of words with different phonotactic probabilities were presented in parallel, during the same learning opportunity, or sequentially, split across two learning opportunities. We found no effect of phonotactics on word learning in the first experiment, but we found a facilitative effect for the words with the highest phonotactics in the second experiment. Our results suggest that phonotactics and co-occurrence statistics can be combined to aid word learning, but only when learning opportunities highlight PP differences.

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