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Thinking outside the box: Creative approaches to smalL group teaching

Thinking outside the box: Creative approaches to smalL group teaching. Basak Ardalani Vivienne Lemos Arunee Tipwong INTAPT 2012-2013. Objectives. Recognize the differences between PBL and seminar format in small group teaching

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Thinking outside the box: Creative approaches to smalL group teaching

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  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?

  20. 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

  21. 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

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

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

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

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

  26. 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

  27. 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

  28. SWOT analysis:pbl

  29. SWOT analysis:pbl

  30. SWOT analysis:Seminar

  31. SWOT analysis:Seminar

  32. Questions?

  33. 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

  34. 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

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