The Challenge of “Teaching” Large Groups of Learners: Strategies to Increase Active Participation and Learning

1998 ◽  
Vol 28 (1) ◽  
pp. 115-122 ◽  
Author(s):  
David W. Nierenberg
Keyword(s):  
Medical Education ◽  
Real Life ◽  
Medical Student Education ◽  
Active Participation ◽  
Similar Material ◽  
Faculty Mentor ◽  
Learning Group ◽  
Group Format ◽  
Lecture Format ◽  
Tv Shows

While teaching in a tutorial, seminar, or problem-based learning group format may be the most fun and most active/interactive for both learner and faculty mentor, there are situations in medical student education in which various constraints require the use of the “lecture” format. Similar constraints may occur in the field of continuing medical education, or graduate medical education, as well. When this occurs, the faculty mentor can increase the active participation of the learners in the audience by continuously stressing seven key pedagogical (androgogical) principles. These include: 1) begin the learning exercise with a clinical example or anecdote to show the relevance of the material to the student; 2) frequently ask the students whether they have ever seen examples of what you describe in their previous experience with patients, personal experience, experience with relatives, etc.; 3) ask students frequently whether they have heard similar material presented differently in other courses; 4) recruit students to help solve “mystery cases”; 5) show examples of similar material from real life (e.g., patient descriptions, or even excerpts from favorite TV shows); 6) ask students to help summarize key points at the end of the session; and 7) allow, or even encourage, whispering during the class. Using some or all of these techniques can help turn a “lecture format” into a much more fun, interactive, and valuable session that emphasizes “learning” rather than “teaching.”

scholarly journals The usage pattern and willingness of undergraduate medical students for including social media platforms as a learning tool in medical education- an online survey

2020 ◽  
Vol 8 (1) ◽  
pp. 11-17
Author(s):  
Momin Kashif ◽  
Mirza Nisar Baig
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Online Survey ◽  
Active Participation ◽  
First Year ◽  
Usage Pattern ◽  
Undergraduate Medical Students ◽  
Learning Tool ◽  
Social Media Platforms

Background: The rapid growth and availability of smartphones and social media platforms (SMP) have changed the medical students' approach to learn and manage the information about their academic, personal and professional lives. Methods: An online survey was done in undergraduate medical students of PIMS, Karimnagar to collect information about usage pattern and perception of SMP, and willingness to participate for using SMP as a learning tool in medical education. Results: Total 433 (Females – 275) out of 600 students participated in the survey from the first year (125), secondyear (151) and third-year (157) MBBS students. Everyone is using some type of SMP. They find SMP nearly equal to lecture materials and subject notes as a useful learning tool and there was significantly increasing trend of perception of SMP being a useful learning tool from the first-year (79%), second-year (83%) to third-year (92%), (p=0.01). Almost 93% want to see SMP used at institute level in medical education. Female students (52.4%) are significantly more willing for active participation than male students (43%), p=0.04. First-year students (56%) are more ready for active participation followed by third (48.4%) and second (43.7%) year students, p=0.08. Conclusion: Most students are willing to include SMP in medical education as a learning tool and ready to participate in different activities if they get the required training. As all students have smartphones and efficiently utilizing different services on their devices, SMP can become an effective learning tool in medical education.

value-rich exposures in medical education; synthesizing the concept

2021 ◽  
Author(s):  
Leila Afshar ◽  
Shahram Yazdani ◽  
Seyed Abbas Foroutan ◽  
hakimeh sabeghi
Keyword(s):  
Medical Education ◽  
Lived Experience ◽  
Life Experiences ◽  
Synthesis Method ◽  
Real Life ◽  
Educational Process ◽  
Phenomenological Method ◽  
Professional Identities ◽  
Hermeneutic Phenomenological ◽  
A Value

Abstract Background: Proper transfer of professional values is an essential part of medical education. Real-life experiences in the educational process are one of the most effective methods for achieving values and assisting the student in developing his/her value framework. This study aimed to develop and characterize the concept of value-rich exposures in medical education to bring this concept closer to the practice.Methods: We used Walker and Avant concept synthesis method. In order to perform the synthesis, a combination of hermeneutic phenomenological method and literature review was used.Results: We defined the concept of value-rich exposure in medical education under five themes while implementing the steps of Walker and Avant's concept synthesis: probing self-inner values, value-rich program, value mentor, value-rich interactions, and value-rich environment. The elements and relationships of the themes were depicted in the form of a conceptual matrix.Conclusions:A value-rich exposure is a type of lived experience that occurs during a student’s professional life, a necessity that, with proper planning, can play an important role in shaping medical students' professional identities.

scholarly journals A Novel Culinary Medicine Course for Undergraduate Medical Education

2019 ◽  
Vol 13 (3) ◽  
pp. 262-264 ◽  
Author(s):  
Michelle E. Hauser
Keyword(s):  
Medical Education ◽  
Nutrition Education ◽  
Real Life ◽  
Role Playing ◽  
Controlled Study ◽  
Dietary Counseling ◽  
School Of Medicine ◽  
Culinary Medicine ◽  
Student Demand ◽  
Meal Planning

Traditional nutrition education in medical school has been inadequate to prepare future physicians to counsel patients on practical dietary changes that can prevent and treat food-related disease. Culinary medicine is being used to address this in a variety of settings, including medical education. The Teaching Kitchen Elective for Medical Students at Stanford University School of Medicine spans 1 academic quarter and combines hands-on cooking of food that is delicious and healthy, correlations with multiple clinical specialties, and role-playing real-life examples of brief dietary counseling with patients to make nutrition education practical and approachable. The course has been run as a quasi-randomized controlled study comparing 3 cohorts of students versus wait-listed controls via precourse and postcourse surveys. Preliminary analysis of the first cohort of students shows significant improvements in attitudes, knowledge, and behaviors around healthy cooking and meal planning for the students compared with controls. Despite these promising preliminary results, more resources are needed to be able to hold the course frequently enough to meet student demand.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals Shaping the Evolution of CME towards better Outcomes: Proceedings of the 2018 ISSECAM Colloquium

2019 ◽  
Author(s):  
Martin C. Michel ◽  
Jaan Toelen ◽  
Bertrand Tombal ◽  
Vassilios Papalois ◽  
Peter Littlejohns ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Outcomes ◽  
Health Care Professionals ◽  
Real Life ◽  
Medical Practitioners ◽  
Effective Learning ◽  
Life Long Learning ◽  
Learning Practices ◽  
Appropriate Care ◽  
Survey Results

Abstract Continuing medical education (CME) as part of life-long learning in medicine should focus on patient outcomes and appropriate care by increasing knowledge, competence and/or performance of clinicians. In this article, we present the views of the different stakeholders on the future of CME, presented at the ISSECAM colloquium held in December 2018. Within the framework of the colloquium, a survey was done asking health care professionals about their learning practices. We present an integrated summary of the attendees’ views and survey results. Key elements for effective learning in CME and how they can be implemented have been identified. Increased interactivity and focus on real-life practice seem to have the highest likelihood to induce behavioural changes. In addition, online CME activities will steadily gain more weight in the learning curriculum of medical practitioners. CME providers should take these elements (interactivity, real-life practice, online) into consideration when designing their different activities.

Cognitive stimulation, training, and rehabilitation

2019 ◽  
Vol 21 (1) ◽  
pp. 35-41
Keyword(s):  
Cognitive Rehabilitation ◽  
Cognitive Activity ◽  
Real Life ◽  
Cognitive Stimulation ◽  
Everyday Functioning ◽  
Randomized Controlled ◽  
Repeated Practice ◽  
Group Format ◽  
Moderate Dementia

Cognition-focused interventions for people with cognitive impairment including mild-to-moderate dementia may be classified into three categories: cognitive stimulation, training, and rehabilitation. Cognitive stimulation, consisting of nonspecific cognition-enhancing activities often in group format, produces small improvements on some aspects of cognitive ability which can be accompanied by gains in quality of life, everyday functioning, and social interaction. Cognitive training which involves repeated practice of tasks that target specific cognitive functions, often using computers, provides improvements on trained tasks that usually do not translate to nontrained tasks and have little impact on real life. Cognitive rehabilitation represents an individual approach that focuses on disability rather than cognition per se and is helpful in terms of reaching personally relevant goals and improving day-to-day performance. Data are largely lacking to support commercial claims regarding the efficacy of video games or virtual reality and augmented reality devices. There is insufficient evidence from randomized controlled trials whether cognition-focused interventions can delay or prevent cognitive decline. However, data from prospective cohort studies strongly suggest that late-life cognitive activity is associated with a reduced risk of dementia.

‘Capable of being in uncertainties’: applied medical humanities in undergraduate medical education

2021 ◽  
pp. medhum-2020-012127
Author(s):  
Neepa Thacker ◽  
Jennifer Wallis ◽  
Jo Winning
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Real Life ◽  
General Medical Council ◽  
Vital Role ◽  
Medical Council ◽  
Wide Range ◽  
Clinical Complexity

Numerous medical schools have been updating and modernising their undergraduate curricula in response to the changing health needs of today’s society and the updated General Medical Council competencies required for qualification. The humanities are sometimes seen as a way of addressing both of these requirements. Medical humanities advocates would argue that the humanities have a vital role to play in undergraduate medical education, allowing students to develop the critical tools required by the 21st-century clinician to deliver the best person-centred care. While we endorse this view, we contend that such training must be taught authentically to have maximal impact. This article arises from a collaboration between Imperial College London and Birkbeck, University of London, which aimed to embed the humanities into Imperial’s undergraduate medical curriculum. Here, we use a teaching session on graphic medicine and narrative as a case study to illustrate how the humanities can be a powerful tool for students to explore professional clinical complexity and uncertainty when taught in a transdisciplinary way. In this session, uncertainty operated on several different levels: the introduction of unfamiliar concepts, materials, and methods to students, transdisciplinary approaches to teaching, and the complexities of real-life clinical practice. Further, we argue that to manage uncertainty, medical students must cross from a scientific training based on positivist understandings of evidence and knowledge, to one which foregrounds multiplicity, nuance, interpretive critical thinking, and which understands knowledge as contingent and contextually produced. In facilitating such learning, it is crucial that the teaching team includes experts from both medical and humanities fields to scaffold student learning in an intellectually dynamic way, drawing on their disciplinary knowledge and wide range of personal professional experiences.

Conversational Learning in Medical Education

2012 ◽  
Vol 2 (2) ◽  
pp. 12-23 ◽  
Author(s):  
Tamoghna Biswas ◽  
Amy Price ◽  
Shivika Chandra ◽  
Adrija Datta ◽  
Rakesh Biswas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Health Care Providers ◽  
Real Life ◽  
Care Providers ◽  
Problem Solving Skills ◽  
Diagnostic Uncertainty ◽  
Conversational Learning ◽  
Neurological Problem ◽  
Persistent Headache

Traumatic Brain Injury (TBI) survivors frequently experience headaches, often labeled as a psycho-social aftermath of poor adjustment to the reality of decreased brain function, but they may be the result of actual physical sequelae of the TBI. This article illustrates an active experiential learning exercise set in a in a user-driven learning environment using a web interface. Using a conversational learning approach, the discussion was centered around a neurological problem on the topic of chronic persistent headache, which generates a considerable amount of diagnostic uncertainty and interventional dilemma among physicians. The physician members of an online forum shared their viewpoints and insights regarding the topic. By utilizing a blend of experiential and empirical evidence, they collaboratively reached a solution. User-driven learning can serve as a potential learning tool in continuing medical education and also as a valuable educational resource to medical students, helping them develop empathy and real-life problem solving skills. Also, when such conversations involve multiple stakeholders (patients and their relatives, physicians and other health-care providers, medical students, etc.) it can foster a collaborative interface which is the essence of user-driven healthcare.

scholarly journals Active Participation in a Sci-Tech Community: Collaborative Peer Review

2021 ◽  
Vol 2020 (1) ◽  
pp. 215
Author(s):  
Mathew Armstrong ◽  
Tanya McCarthy
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Peer Review ◽  
Critical Evaluation ◽  
Real Life ◽  
Active Participation ◽  
Learning Approaches ◽  
Central Concept ◽  
Technology Students

Active participation in learning is a central concept in many higher education institutions in Japan. For science and technology students in particular, learning approaches that promote collaboration, self-regulatory practices, and critical thinking in the L2, are especially encouraged in order to help prepare students for real-life research and/or professional situations. A collaborative learning initiative, iLearn, is introduced in this paper, which aims to help raise awareness of the qualities of good scientific writing and presentations by encouraging critical evaluation of authentic research through peer-review practices. Methodologically, the researchers examined peer-review exchanges of scientific posters and papers and then used content analysis to identify, categorize, and analyze meaningful exchanges. The authors concluded that it is worthwhile to implement collaborative programs that can help sci-tech learners to participate effectively in international and intercultural settings. 日本の多くの高等教育機関において、アクティブラーニングは中心的な概念となっている。とりわけ、科学技術（sci-tech）を専攻する学生にとって、実際の研究や就職後の状況に備えて、L2での協同作業、自己調整の実践、批判的思考を促進する学習アプローチは高く推奨されている。本研究では、査読行為を通して本格的な研究に批判的評価を行うことで、優れた科学的文章やプレゼンテーションの質に対する意識を高めることを目的とした、協同学習の取り組み（iLearn）を紹介する。研究方法としては、科学ポスターや論文の査読を内容分析によって考察し、有益なやり取りの分類を行った。本論は、sci-techの学習者が国際的・異文化的な環境に効果的に参加できるような協同学習プログラムを実施することは有意義であると結論づける。

scholarly journals Stakeholder Perceptions About the Establishment of Medical Simulation-Based Learning at a University in a Low Resource Setting: A Qualitative Study in Uganda

2020 ◽  
Author(s):  
Josephine Nambi Najjuma ◽  
Francis Bajunirwe ◽  
Margaret Twine ◽  
Tamara Namata ◽  
Catherine Kyakwera ◽  
...  
Keyword(s):  
Medical Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Prior Experience ◽  
Real Life ◽  
Qualitative Assessment ◽  
Medical Simulation ◽  
Resource Setting ◽  
Simulation Based

Abstract Background: Simulation based learning (SBL) is a technique where teachers recreate real life clinical experiences for health care teams for purposes of gaining clinical skills in a safe environment. There is evidence that SBL is superior to the traditional clinical teaching methods for acquisition of clinical skills. Although it is well established in resource rich settings, there is limited experience in resource limited settings and there is uncertainty regarding how SBL will be perceived among the stakeholders in medical education. As part of the steps leading to implementation of a SBL program at a university in Uganda, we sought to describe the perceptions of various stakeholders regarding the introduction of SBL methodology into learning at a medical school in Uganda.Methods: We conducted a formative qualitative assessment using key informant interviews (KIIs) among faculty members and university administrators and focus group discussions (FGDs) among medical and nursing students at Mbarara University of Science and Technology. Data were collected till saturation point and were transcribed and analyzed manually using a thematic approach.Results: We conducted 7 KIIs and 3 FGDs. Overall, findings were categorized into four broad themes: 1. Current challenges of medical education 2. Prior experience and understanding of medical simulation 3. Opportunities arising from introduction of medical simulation; and 4. Drawbacks to establishment of medical simulation. Overall, our data show there was significant buy-in from the institution for SBL, stakeholders were upbeat about the prospects of having a new method of teaching, which they perceived as modern to complement the traditional methods. There was significant knowledge but very limited prior experience of medical simulation. Also, there was some concern regarding how students and faculty would embrace training on lifeless objects, the human resources needed and sustainability of simulation-based learning in the absence of external funding.Conclusion: Stakeholders perceive SBL positively and are likely to embrace the learning methods. Concerns about human resource needs and sustainability need to be addressed to ensure acceptability.

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