Teaching Beyond the Lecture: Two

Pedagogical Strategies to Enhance

Critical Thinking

Jamie L. Frye, PhD, ATC

• “When I die, I hope it’s during a lecture; The difference between life and death will be so small that I won’t notice.”

– Anonymous

Session Objectives

I. Team-based Learning Using Readiness Assessment Exams

II. Just-In-Time Teaching

Team-Based Learning (TBL)

– Master Content

– Apply Content

– Life-long Learners

– Group Workers

Impetus to Integrate TBL…

Acute Care of Injuries & Illnesses

Course builds on previously taught material

Can they do it?

Can they make decisions?

Principle #1 of TBL

Group Formation

a. Even distribution of member resources

b. Students remain in their groups

c. Minimize barriers

Principle #2 of TBL Accountability for Individual & Group Work

a. Pre-class Preparation

b. Individual & Team Performance

The Assignment

Individual Assessment

Principles #3 of TBL

Students MUST Receive Timely Feedback

Immediate feedback gets immediate

reactions!

Principle #4 of TBL

Assignments Promote Learning & Team Development

Keys to Assessment… • Backward Design

– Know?

– Do?

– What decisions do they need to make?

– Criteria for well-made decision?

Make Them Think…

You are covering a women’s soccer game. Your forward goes up for a header, gets elbowed in the head and is knocked to the ground. She is unconscious for about 15 seconds. Upon coming to, she is lucid and complains of a minor headache. She denies nausea, has no signs of anterograde or retrograde amnesia, and her cranial nerves are WNL. You keep her out due to her LOC. About 20 minutes later, she throws up, c/o of a severe headache, and is not holding a conversation with you. What should you expect?

1. Concussion 2. Subdural hematoma 3. Epidural hematoma 4. A and B

What NOT to do…

You are covering a Saturday youth soccer practice for the city. The practice fields are out in the open and practice typically goes from 10:30-12:00 PM. The participants range from 5-12 years old. It is particularly hot and humid. You would consider this a “high” risk day (WBGT reads 77°F). The director is asking how long you believe it is safe to allow the kids to practice. What should your recommendation be? a. Encourage fluids every 15-30 minutes and practice no longer

than 30 minutes. b. They could practice the full 1 ½ practice as normal as long as there

are numerous water breaks. c. Encourage fluids every 15-30 minutes and practice for 1 hour. d. Cancel practice for the day.

“The Challenge!”

Rules: – Time Limit = 5 minutes

– No looking at outside sources

– Challenge CLEARLY establishes your knowledge and why you chose the answer you did

Follow-up Discussion

• Review questions

• Elaborate on important points

• Have PPT slides with charts, photos, etc.

The Upside…

Low-stakes learning environment

Learner-centered

Immediate assessment

Instructor hears their thought process

The Downside…

Learner-centered = student responsibility

Grade Panic

Just-in-Time Teaching • Active Learning

– Direct link between class and out-of-class activities

– Short web-based assignments due just before class

Just-in-Time Teaching • Question Development

– Students utilize prior knowledge

– Originality with questioning

– Responses reveal underlying concepts

My Implementation…

Therapeutic Modalities

Used biweekly

Online or beginning of class

Great checkpoint

Springboards lectures

My Implementation…

Day 2: Draw and describe the strength-duration curve. Explain to your partner how this curve influences how you build an electrical impulse.

Day 4: Teach your partner the strength-duration curve for all of the nerves we would want to stimulate when using electrical stimulation.

My Implementation… • Pain control via Gate Control

Theory – Intensity: – Frequency: – Phase duration: – Electrode arrangement:

• Neuromuscular Stimulation

for Muscle Reactivation/Strength – Intensity: – Frequency: – Phase duration: – Electrode arrangement:

• Motor-Level Pain Reduction of Edema (Muscle Pumping) – Intensity: – Frequency: – Phase duration: – Electrode arrangement:

• Pain Control Using Motor Pain

Modulation (A-alpha & A-delta stimulation) – Intensity: – Frequency: – Phase duration: – Electrode arrangement:

Tremendous Advantage…

• Quick!!!

• Observe students work

• Tailor class to student needs

• Immediate feedback to student and instructor

• Students take responsibility

Lecture Resolutions???

• Questions???

• Sources: – Michaelsen LK, Parmelee DX, McMahon KK, et al. Team-based learning for

health professions education. Sterling, VA: Stylus Publishing, LLC; 2008.

– Michaelsen LK, Bauman Knigh A, Fink LD. Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing, LLC; 2004.

– Novak GM, Patterson ET, Gavrin AD, et al. Just-in-time Teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall; 1999.

– Simkins S and Maier MH. Just-in-time teaching: Across the disciplines, across the academy. Sterling, VA: Stylus Publishing, LLC; 2010.