Engage: Create Excitement and Enhance Learning

Constance Tucker, PhD

Assistant Dean and Assistant Professor of Faculty Development

Virginia Commonwealth University School of Medicine

Howard University College of Medicine Faculty Retreat

May 26, 2016

2003

University of Iowa Carver College of MedicineEstablished learning communities in 1998, first medical schools in the country to actually design and construct a state-of the-art medical education facility to help realize a vision for community learning

2008

University of Tennessee Health Science CenterPre-matriculation Programs, Student Academic Support Services, Faculty Development in GME

Present

Virginia Commonwealth UniversityVirginia Commonwealth University (LCME visit) Curriculum Revision

VCU School of Medicine: Curricular Change

At the end of this workshop, you will:

1. Describe multiple instructional strategies that

promote engagement

2. Select strategies most appropriate to your

learning environment

3. Reflect on how you might utilize at least one

instructional strategy to engage learners

LEARNING OBJECTIVES

Person(Personality characteristics,

cognitive process, self-regulation)

Environment(Social norms, reinforcement

contingencies, stimuli from social or physical environment)

Behavior(Thoughts and actions, frequency,

intensity)

Cognitive Theory: Social Learning

Reciprocal Determinism

Instead of this….

Brehaut (2016)

What is engaged active learning?

Engaged active learning refers to “anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991).

In essence, it is:

IN

CLASS

AT

HOME

What do you do when you do not lecture?

Think Pair Share

Just-in-Time Teaching

Concept Maps

Case-based Learning

Process Oriented Guided Inquiry Learning

Team Based Learning

Think. Pair. Share.

Think Pair Share

• Think individually about a topic or answer to a question.

• Pair with a partner and discuss the topic or question (usually 2-3 minutes).

• Share ideas with the rest of the class(call on a few to voluntarily share their ideas).

Just-in-Time Teaching (JiTT)

1. Prepare Reading Assignment

2. Send Reading to students

3. Complete Readings

4. Respond to assigned questions

5. Send responses to faculty

6. Review Answers7. Plan Short

Lecture

Faculty

Learners

Just-in-Time Teaching

Before Class:

• Readings or videos before class

• Answer 3 questions on simple survey:

– Two questions related to content

– One question: “What did you find most confusing?”

Allison is driving with her parents when they get in a serious car accident. At the emergency room, the doctor tells Allison that her mother is fine, but her father Bob has lost a lot of blood and will need a blood transfusion. Allison volunteers to donate blood, and you tell her that her blood type is AB. Bob is type O.

Marrs, Simkins, Maier, 2010

a) Can Allison donate blood to Bob? Why or why not?b) Allison, who is a biology student, begins to wonder

if she is adopted. What would you tell her and why? c) What did you find most confusing?

JiTT

Can

Allison (AB)

donate

blood?

JiTT

Is Bob the Father?

JiTT

CONCEPT

MAPS

Introduce a concept familiar to all: Flipped Classrooms

Write down 10 concepts related to Flipping the Classroom

Before Class Activities

During Class Activities

Student Engagement

Instructor Purposeful Design

Assessment

After Class Activities

Engagement

Write the “most general” or “most important” to “least general” or “least important”

Before Class Activities During Class Activities After Class Activities

Explain the relationship with directional links (one at a time)

Pre-Recorded Lecture prepares students for Participating in Group Work which develops knowledge that will be applied when Completing Assignments

Torre et. al, 2013

Case Based Learning

“We think when we are confronted with problems”.

-John Dewey

Case Based Learning

Medical chartRadiographsMedical

HistorySimulated Patients

1. Select the best answer- What is the AAP classification?• Acute gingivitis• Chronic gingivitis• Slight chronic periodontitis• Advanced chronic periodontitis• Aggressive periodontitis• Periodontitis associated with systemic disease

2. What risk factors could affect your treatment outcomes for this patient?

3. What is your recommended treatment plan?

Case Based Learning

Process Oriented Guided Inquiry

Learning(POGIL)

3. What organ do you think the oval structure with black center represents?

1. How many distinct

structures can you

identify?

2. Contrast the

appearance of the

thin black lined

structure and the

brightest structure

Objectives:Understand basic principles of ultrasound and 3 echoic structuresAnechoicHyper-echoicHypo-echoic

TBLTeam-Based Learning

Initial Knowledge Acquisition

(Pre-Reading)

Readiness Assurance

(I-RAT, G-RAT, Appeals, Mini Lecture)

Application Activities

(Significant Problem, Same Problem, Specific Choice, Simultaneous Reporting)

TBLTeam-Based Learning

I-RAT

TBLTeam-Based Learning

G-RAT

TBLTeam-Based Learning

Appeals

TBLTeam-Based Learning

Clarifying Lecture

TBLTeam-Based Learning

Application Activities(Significant Problem, Same Problem,

Specific Choice, Simultaneous Reporting)

TBLTeam-Based Learning

Student Peer Evaluations

How could you use any of these techniques in the classroom or clinic?

Think Pair Share

Just-in-Time Teaching

Concept Maps

Case-based Learning

Process Oriented Guided Inquiry Learning

Team Based Learning

I probably should tell you:

Active learning is not easy

Millennials do not always prefer active

learning to traditional didactic lecture

Student do not always enjoy the opportunity to active participate in

class

At the end of this workshop, you will:

1. Describe multiple instructional strategies that

promote engagement

2. Select strategies most appropriate to your

learning environment

3. Reflect on how you might utilize at least one

instructional strategy to engage learners

LEARNING OBJECTIVES

REFERENCEShttps://flic.kr/p/9Loxib\https://flic.kr/p/4Jnn3Yhttps://flic.kr/p/r3JUNshttp://www.quazoo.com/q/popular_educationhttps://flic.kr/p/bv1dUjhttps://flic.kr/p/9SuKeRhttps://flic.kr/p/ieCufMVagelis Kalampalikis https://flic.kr/p/eALF6Khttp://blog.hobsonsapac.com/wp-content/uploads/2014/05/Blooms-Taxonomy.jpghttps://flic.kr/p/qz8t7https://flic.kr/p/cvFYyyhttp://www.roundworldsquarepeg.com/category/individualized-learning/http://www.hema-quebec.qc.ca/userfiles/image/photos/sang/anglais/Compatibilite-ang.jpghttp://usimmigrationdnatesting.com/images/history_photo.gifhttps://www.leeds.ac.uk/educol/documents/000000811.diag.01.gifhttps://flic.kr/p/q785rVhttp://u.arizona.edu/~krunde/Images/Nutrition%20in%20Food.jpghttp://cdn.freeprintablemedicalforms.com/samples/Medical_History.pnghttp://www.thepetdentist.com/300/7%20Full%20Mouth%20Dental%20Radiographs%20for%20a%20dog.jpghttp://ecampus.matc.edu/h126/intraoral.jpghttp://images.sampletemplates.com/wp-content/uploads/2015/07/Blank-Periodontal-Chart.jpghttps://upload.wikimedia.org/wikipedia/commons/2/2c/Ultrasound_image_of_gallbladder_stone_Gallstone_091937515.jpghttp://image.slidesharecdn.com/pointofcareultrasound-hyperechoicfutureinfamilypracticeblog-121120122356-phpapp01/95/point-of-care-ultrasound-hyperechoic-future-in-family-practice-6-638.jpg?cb=1353414375Case courtesy of A.Prof Frank Gaillard, Radiopaedia.org, rID: 9532https://flic.kr/p/c2uJvuCCAC North Library https://flic.kr/p/oR9Du6

https://vimeo.com/76305964

Get a commitment

Probe for supporting evidence

Teach general rules

Reinforce what was done right

Correct Mistakes

One Minute Preceptor