Talking Points: Incorporating Talking Points: Incorporating Team Learning Strategies Team Learning Strategies into Microscopic Anatomy into Microscopic Anatomy

CurriculumCurriculum

Talking Points: Incorporating Talking Points: Incorporating Team Learning Strategies Team Learning Strategies into Microscopic Anatomy into Microscopic Anatomy

CurriculumCurriculum

Yulia Krotova KhanYulia Krotova Khan Elena J. JelsingElena J. Jelsing

Weronika M. ZielinskaWeronika M. Zielinska Wojciech PawlinaWojciech Pawlina

Stephen W. CarmichaelStephen W. CarmichaelMayo Clinic College of MedicineMayo Clinic College of Medicine

Rochester MNRochester MN

Yulia Krotova KhanYulia Krotova Khan Elena J. JelsingElena J. Jelsing

Weronika M. ZielinskaWeronika M. Zielinska Wojciech PawlinaWojciech Pawlina

Stephen W. CarmichaelStephen W. CarmichaelMayo Clinic College of MedicineMayo Clinic College of Medicine

Rochester MNRochester MN

ObjectivesObjectives::

• Promote integration of basic and clinical sciencesPromote integration of basic and clinical sciences

• Establish focus on the patientEstablish focus on the patient

• Facilitate the longitudinal development of competenciesFacilitate the longitudinal development of competencies

• Reduce curricular densityReduce curricular density

• Increase flexibilityIncrease flexibility

• Introduce more active learning componentsIntroduce more active learning components

New Curriculum New Curriculum at Mayo Medical Schoolat Mayo Medical School

Active LearningActive Learning

• More engaging and interactive More engaging and interactive

• More suitable for adult learners who prefer More suitable for adult learners who prefer task/problem centered approachestask/problem centered approaches

• Challenging to incorporate into material rich Challenging to incorporate into material rich courses such as microscopic anatomycourses such as microscopic anatomy

• Several strategies have been developed to Several strategies have been developed to incorporate active learning into the curriculumincorporate active learning into the curriculum

Ways to Incorporate Active Learning Ways to Incorporate Active Learning into Medical School Curriculuminto Medical School Curriculum

Small Groups • Problem/case based

learning

• Several Instructors

• Several classrooms

• Low attendance

• Variable student preparation and participation

• Significant time spent covering basic material

Small Groups • Problem/case based

learning

• Several Instructors

• Several classrooms

• Low attendance

• Variable student preparation and participation

• Significant time spent covering basic material

Team-Based Learning • One instructor/core of

instructors

• One classroom

• Accountability to peers increases class attendance and preparation

• More engaged instructors

• Unfamiliarity with the method

• Need to restructure entire existing curriculum

Team-Based Learning • One instructor/core of

instructors

• One classroom

• Accountability to peers increases class attendance and preparation

• More engaged instructors

• Unfamiliarity with the method

• Need to restructure entire existing curriculum

Microscopic Anatomy at Mayo Clinic Microscopic Anatomy at Mayo Clinic College of MedicineCollege of Medicine

• 6 week long integrated course with Cell Biology and 6 week long integrated course with Cell Biology and Genetics Genetics

• Briefing Sessions instead traditional lecturesBriefing Sessions instead traditional lectures

• Laboratory sessions utilizing Virtual Microscopy Laboratory sessions utilizing Virtual Microscopy

• Student-Lead presentations of organ systemsStudent-Lead presentations of organ systems

• Daily feedback on students’ performance provided by Daily feedback on students’ performance provided by Audience Response SystemAudience Response System

• Final computer-based examination Final computer-based examination

• Role of Teaching Assistants (Yr III Medical Students)Role of Teaching Assistants (Yr III Medical Students)

Talking Points: New AlternativeTalking Points: New Alternative

• Series of subject related basic science and clinical Series of subject related basic science and clinical problems “Talking Points” were introduced for each problems “Talking Points” were introduced for each laboratory session (5-7 problems)laboratory session (5-7 problems)

• At the beginning of each laboratory session “ad hoc” At the beginning of each laboratory session “ad hoc” formed teams of students (7-8 students/team) were formed teams of students (7-8 students/team) were provided with “Talking Points”provided with “Talking Points”

• Students were encouraged to discuss these during Students were encouraged to discuss these during laboratory sessions laboratory sessions

• At the end of each laboratory session a spokesperson At the end of each laboratory session a spokesperson from each team was asked to share group’s answer from each team was asked to share group’s answer with entire class with entire class

Example of Talking PointsExample of Talking Points

Medical Students’ PerspectiveMedical Students’ Perspective

• Allow students to reflect on important Allow students to reflect on important conceptsconcepts

• Provide clinical correlation to Microscopic Provide clinical correlation to Microscopic Anatomy material Anatomy material

• Promoted interactions between group Promoted interactions between group membersmembers

• Learn to present findings to entire class in Learn to present findings to entire class in concise and understandable fashionconcise and understandable fashion

• Enjoyable exercise to promote team-learningEnjoyable exercise to promote team-learning

Teaching Assistant PerspectiveTeaching Assistant Perspective

• Great opportunity to develop question writing Great opportunity to develop question writing skills skills

• Clarification of difficult concepts using Clarification of difficult concepts using questions that are likely to promote discussionquestions that are likely to promote discussion

• Students were more engaged and asked Students were more engaged and asked question to clarify difficult conceptsquestion to clarify difficult concepts

• Opportunity to emphasize clinically important Opportunity to emphasize clinically important materialmaterial

Advantages of “Talking Points”Advantages of “Talking Points”

• Provide active learning component to Microscopic Provide active learning component to Microscopic Anatomy curriculumAnatomy curriculum

• Stimulate discussion within the teamStimulate discussion within the team

• Encourage peer-teachingEncourage peer-teaching

• Foster teamwork and cooperationFoster teamwork and cooperation

• Clarify difficult and confusing conceptsClarify difficult and confusing concepts

• Improve test taking skills Improve test taking skills

• Can be incorporated in various courses without Can be incorporated in various courses without major changes to an existing curriculummajor changes to an existing curriculum