module 07 - facilitation

8/2/2019 Module 07 - Facilitation

http://slidepdf.com/reader/full/module-07-facilitation 1/54

Facilitate Group Learning



Introduction

• Why do studentsenjoy working insmall groups?

• What kinds of small-group exercises canyou using in your

teaching?



Objectives

• Select, plan, and facilitate group learningactivities

• Create and facilitate a role play

• Create and facilitate a case study

• Create and facilitate a clinical simulation

• Facilitate a brainstorming session

• Facilitate a discussion



Group Learning Examples

• Prepare a role play

• React to a case study

• Respond to a clinicalsimulation

• Brainstorm

• Discuss



Advantages of Group LearningActivities #1

• Involve all students

• Allow students to interact, ask questions, andlearn from one another

• Give students opportunities to identify,analyze, and solve problems



Advantages of Group LearningActivities #2

• Permit students to express their thoughts,opinions, and concerns

• Provide opportunities for practice in presentinginformation to a large group

• Help students explore and change attitudes



Plan Group Learning Activities

• Activities should be challenging, interestingand relevant

• Make sure the activities support the objectives

• Describe the activity on paper, list the suppliesyou will need and consider the number ofstudents and the space available



Facilitating Group Learning Activities#1

• Describe the activity before dividing thestudents into small groups

• Explain how the group should record itsdecisions

• Suggest how each group will report back to thelarger group




• Instructions to the group (orally and on aflipchart, handout or transparency) usuallyinclude:

• The activity description

• What the students will do

• Time limit




• Reporting options include:

• Oral reports from each group

• Responses to questions about the activity

• Role plays developed and presented bystudents in the small groups

• Recommendations from each group



Role Play

A role play is alearning activity inwhich students play

out roles in asimulated situationthat relates to oneor more learning

objectives.



Role Play Advantages #1

• Role plays encourage student participation andstimulate thinking.

• They motivate students by involving them in arealistic situation.

• Role plays help students understand anotherperson’s perspective or situation.



Role Play Advantages #2

• Role plays can inform, assess, and improve avariety of students’ skills and attitudes(communication and interpersonal skills

needed to interview, counsel, and treatpatients)

• Role plays give students opportunities toreceive feedback on their performance in a

safe setting



Create a Role Play #1

• Decide what the students should learn (theobjective)

• Select an appropriate situation

• Identify the roles




• Determine if the role play will be:

• Informal – acting it out with little or

preparation time

• Formal – planned in advance withinstructions

• Clinical demonstration – working withanatomic models and simulated patients




• Determine if the students will report the resultsof their discussion of the role play in writing ororally to the entire group.

• In some cases, the role plays are done only insmall groups. Then one or more groups maypresent theirs to the large group and/or theteacher will facilitate a discussion focusing on

the role plays.



Facilitate a Role Play #1

• Explain the nature and purpose of the exercise(the objectives).

• Define the setting and situation of the role play.

• Brief the participants on their roles.




• Explain what the other students shouldobserve and what kind of feedback they shouldgive.

• Provide the students with questions oractivities that will help them to focus on themain concepts being presented.

• Keep the role play brief and to the point.




• Engage students in a followup discussion.

• Provide feedback, both positive andsuggestions for improvement.

• Summarize what happened in the session,what was learned, and how it applies to theskill being learned.



Sample Role Play

Let’s look at Sample

7-1.



Case Study

• A case study is a learning activity that usesrealistic scenarios focusing on a specific issue,topic, or problem.

• Students typically read, study, and react to thecase study individually or in small groups.



Possible Case Study Activities #1

• Define the problem in the case study anddevelop suggestions for solutions.

• Respond to a clinical situation by suggestingappropriate interventions and discussing them.

• Evaluate clinical decisions and the processused to make the decision in the case study.



Possible Case Study Activities #2

• Identify the possible impact of choices ordecisions made in the case study.

• Analyze the causes of a problem.

• Identify attitudes that may influence thehealthcare providers’ behaviors described in

the case study.



Why Case Studies?

• Focus on real-life problems or situations

• Develop problem-solving and decision-makingskills

• Strengthen students’ ability to apply

information

• Clarify and expand students’ knowledge

• Explore and change attitudes



Case Study Advantages

• Actively involves students and encouragesinteraction.

• React to realistic and relevant cases that relatedirectly to the course and often to future work.

• Reactions often provide different perspectivesand different solutions to problems.



Create a Case Study #1

• Decide which objective the case study will helpaddress, and decide what the students shouldlearn from the case study.

• Identify the topic, issue, or problem on whichthe students will focus.

• Ensure that the case study presents a realsituation.



Create a Case Study #2

• Determine whether the case study will becompleted by individuals or in small groups.

• Provide students with reaction activities thatwill guide them in completing the case study.

• Decide whether students will report the results

of their work on the case study in writing ororally to the entire group.



Facilitating a Case Study

• Provide clear directions, including how tocomplete the case study, how to present theanswers, and the time limit or due date.

• If the students are working in groups, suggestthat each group select someone to act as therecorder.



Typical Reaction Exercises

• Analysis of the problem

• Responses to case study questions

• Problem solutions

• Discussion of the responses

• Summary of the key points



Sample Case Study

Let’s look at Sample

7-2 on Page 7-11.



Clinical Simulation

A clinical simulationpresents the learnerwith a carefully

planned, simulatedpatient managementsituation.



Types of Simulations

• Written simulations

• Role play simulations

• Mediated simulations

• Physical simulators

• Live simulated patients



Why Clinical Simulations?

• Help students practice responding toemergency situations.

• Help students develop critical thinking skills.

• Assess students’ ability to integrate

knowledge, skills, and attitudes into providing

healthcare in a simulated setting.



Clinical Simulation Advantages

• The same clinical simulation can be usedrepeatedly until the students master thesituation it presents.

• Time can be shortened or lengthened in aclinical simulation.

• Clinical simulations can be tailored to specificinstructional objectives.



Creating a Clinical Simulation

• Define the objective of the clinical simulationand the expected outcome.

• Based on your objectives, prepare a case fromyour past experience that relates to thelearning objectives.

• Create a patient scenario that includes theproblem, the related lab and diagnostic results,

and possible outcomes for differentinterventions.



Present the Case #1

• Ask two or three students to prepare a case forpresentation from their clinical experience.

• When it is time to present, have the studentsshare the presenting complaint.

• Stop them, ask other students what they thinkthe problem or diagnosis could be, and tellthem to explain their answers.



Present the Case #2

• Allow students to present additional relevantdata.

• Stop, ask if they have changed their views, orwhat their next steps would be, and why.

• Continue this process of allowing informationto be revealed in steps, and asking andresponding to students’ answers.



Conduct a Simulation with Models #1

• Set up the area as realistically as possible.

• Present the initial information about the patient

or the situation.

• A student then responds to that informationand identifies what other information is

needed.



Conduct a Simulation with Models #2

• Continue to provide pieces of information andask questions of the students. “What would

you do next?” “What information would you

need now?” “Why did you make that decision?”

• Provide the student or students with feedbackon their responses.



Sample Clinical Simulation

Let’s look at the

Sample 7-4 on Page7-22.



Brainstorming

Brainstorming isgenerating a list ofideas, thoughts, or

alternative solutionsthat focus on aspecific topic orproblem.



Why Brainstorming?

• Stimulate interest in a topic

• Encourage broad or creative thinking



Advantages of Brainstorming

• Allows students to share their ideas withoutcriticism

• Allows for creative thinking

• Generates ideas

• Allows for expressing opinions



Facilitating Brainstorming #1

• Share the objective of the brainstormingsession.

• Explain the ground rules before beginning thesession.• All ideas will be accepted

• Discussions of suggestions are delayed until afterthe activity

• No criticism of suggestions is allowed.




• State the topic or problem. Clearly state thefocus of the brainstorming session.

• Maintain a written record on a flipchart orwriting board of the ideas and suggestions.

• Provide opportunities for anonymous

brainstorming by giving the students cards onwhich they can write their comments orquestions.




• Involve all of the students and provide positivefeedback in order to encourage more input.

• Review written ideas and suggestionsperiodically to stimulate additional ideas.

• Conclude brainstorming by summarizing and

reviewing all of the suggestions.



Discussion

• A discussion is an opportunity for students toshare their ideas, thoughts, questions, andanswers in a group setting with a facilitator.



Discussions Support Other Methods

• Conclude a presentation

• Summarize the main points of a videotape

• Check students’ understanding of a clinical

demonstration

• Examine alternative solutions to a case study

• Explore attitudes exhibited during a role play

• Analyze the results of a brainstorming session



Discussion Advantages

• Provide a forum to discuss attitudes

• Emphasize key points

• Create interest and stimulate thinking about atopic

• Encourage active participation



Types of Discussions

• Group discussion that focuses on the learningobjectives (planned in advance).

• General discussion that addresses students’questions about a learning topic.

• Panel discussion.



Planning A Discussion

• Objectives of this discussion? How long shouldit last?

• Students have some knowledge/experiencewith topic?

• Is there enough time available?

• Are you prepared to direct or control thediscussion?



Facilitating A Discussion #1

• State the topic as part of the introduction.

• Shift the conversation to the students.

• Allow the group to direct the discussion; act asa referee and intercede only when necessary.

• Summarize the key points of the discussionperiodically.



Facilitating A Discussion #2

• Ensure that the discussion stays on the topic.

• Use the contributions of each student and

provide positive reinforcement.

• Encourage all students to get involved.

• Ensure that no one student dominates thediscussion.



Summary

• What questions do you have regarding the useof case studies, role plays, clinical simulations,brainstorming and discussions?

• How can these teaching methods be usedwhere there are large numbers of students?

module 07 - facilitation

Documents