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Active Engagement
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Dec 20 2009, 2:59 PM EST by
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Thread started: May 31 2008, 1:04 PM EDT
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Do you have pictures or ideas for active engagement that you would like to share?
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RE: Active Engagement
By: ,
Dec 20 2009, 2:59 PM EST
I'm a post grad student in Educational Leadership at UNC-Charlotte. I'm working on a Leadership Framework that has "Active Engagement" embedded at 12 layers of the framework. In fact, I'm planning to launch a decade-long Active Engagement Movement in education starting January 1, 2010.
I like what you're doing with active engagement images. Maybe we can talk about classroom teaching techniques, in particular from an instructional design perspective.
Ken
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discussion forums in medical education
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Dec 17 2009, 12:05 PM EST by
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Thread started: Feb 4 2009, 7:08 PM EST
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Do you know of any examples of the successful use of discussion forums in medical education? Something that has helpd reduce the number of emails to faculty and encouraged studnets to answer each other's questions?
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RE: discussion forums in medical education
By: ,
Dec 17 2009, 12:05 PM EST
We use confluence here but I have some minor reservations about its editing tools. Here is my confluence site https://wiki.usask.ca/display/db/Home. I originally set it up as a post workshop site. I like Moodle as a discussion tool, you can see an example here http://scope.bccampus.ca/.
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More places in SL?
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Nov 12 2009, 1:53 PM EST by
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Thread started: Nov 10 2009, 4:03 PM EST
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Hi Deidre, have you come across any more good sites in SL since you first wrote this page? cheers Sarah
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RE: More places in SL?
By: ,
Nov 12 2009, 1:53 PM EST
I haven't been in Second Life for awhile so no. As this project heats up I will probably go seeking again.
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MBBS In Ukraine
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Oct 5 2009, 3:05 PM EDT by
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Thread started: Oct 5 2009, 3:05 PM EDT
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Active Learning in Medical Education
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Sep 24 2009, 11:52 AM EDT by
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Thread started: Sep 24 2009, 11:52 AM EDT
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The advantage a Physical Education teacher has over a classroom teacher is they always get to work with their hands and teach students to have "muscle memory."
In a large class setting there is no reason why 300 students cannot be treated the same as 30 in a classroom. Some modification need to be make but the possibilities are unlimited. Let's start off with using 3x5 index cards. Have them handed out at the beginning of the lecture.
When you ask a question. Have all the students write down the answer on the 3x5 card and then hand the cards in by passing them to the isle and having the student on the end collect all of the cards.
While that is going on select a student and call them by name if possible or ask their name and then call them by name to give the answer to the question.
Another way to do the same thing is require students to bring their laptop to class. Tell them in advance they are getting a Quiz or Test.
Provide a clinical senario relating to the day's lecture and give the students 15 minutes to research the answer and then send it to you as an Attachment to an e-mail.
20 minutes into a lecture. Have all the students stand up stretch their arms and then sit down. Do this often.
Slip in a quick 2 question quiz in the middle of a Powerpoint.
Collaborative Learning groups are the best. Assign the class to groups of 5 students in a collaborative group. Have the groups posted outside the lecture hall.
Provide some information and have the 5 students research using their laptops and textbooks a medical senario or case study or PBL situation. At the end of an assigned time period of say 60 minutes, have them e-mail the group's solution with all the group's participants to the professor.
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Generic Propecia
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Sep 14 2009, 4:13 AM EDT by
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Thread started: Sep 14 2009, 4:13 AM EDT
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Look smarter than ever before by getting your hair back with generic Propecia. It is the most effective and safest drug available in the market. Propecia reduces DHT level in the scalp which is responsible for hair loss. After taking its pills regularly, you’ll witness a reversal of hair loss in affected areas.
http://www.generics.ws/Generic_Propecia_FINASTERIDE_-p-4.html
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The Four Questions
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Aug 22 2009, 2:27 PM EDT by
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Thread started: May 22 2008, 4:53 PM EDT
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How might we encourage faculty to ask themselves these four questions?
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RE: The Four Questions
By: ,
Aug 22 2009, 2:27 PM EDT
One of the best example is a tool we have used for two years http://www.acdet.com/ that has cases organized around systems. Click on the demo.
This process is new to us as well. Keep an eye on the classroom teaching section of this site because it will be updated as we firm up the curriculum.
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discussion groups in medical education
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Jun 8 2009, 12:33 AM EDT by
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Thread started: Mar 19 2009, 3:22 PM EDT
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Discussion groups work at national meetings on specific topics. They last for an hour; you have networked and meet one or two people you may want to keep in touch with often. However, maybe they are meant to be more one-on-one or with three or four people who meet to work on a grant and can't get to a meeting because its off campus.
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Last Reply:
RE: discussion groups in medical education
By: ,
Jun 8 2009, 12:33 AM EDT
You can find some very interesting tools for patient and clinician self-education
in google search
"TRACT at international graduate medical education"
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OSCE
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Jun 5 2009, 12:29 AM EDT by
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Thread started: Jun 5 2009, 12:29 AM EDT
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how one can use osce as teaching tool rather than aassesment tool
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Higher order questions is what medical education is all about
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Jun 4 2009, 12:58 PM EDT by
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Thread started: Jun 1 2009, 9:31 AM EDT
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We are attempting to teach the future doctors how to think, not how to memorize facts. Higher order questions require the student to think. It sets up some facts that require recall , analyzes and problem solving skills. Higher order questions require training and practice. Medical students have to be used to how to answer questions that require higher order thinking. Giving them problem sets or case studies on a regular basis improved their ability to answer higher order questions. After all when a Doctor analyzes a patient's symptoms he/she had to make many higher order decisions based on their knowledge, experience, and specialization in that illness?
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I would differ slightly
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Jun 4 2009, 12:51 PM EDT by
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Thread started: Jun 1 2009, 9:25 AM EDT
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According to Bloom it is the gathering of Knowledge that is the lowest level of learning or is it just rote memorization? I call rote memorization temporary because in the long run you forget it. Learning in my opinion is when you can apply concepts, when you can internalize understanding, when you actually use the knowledge to apply to some concept or thought.
Realistically Medical students tend to learn by rote memorization despite the fact that this is the poorest method for a prospective Doctor. In medical students mind the end justified the means. They have to pass the Boards in their second year and they have to pass the tests in their courses and therefore passing the tests and boards is more important to the students that actually comprehending what they are learning.
A few fortunate students learn by PBL or by small group case evaluation and they do well on tests and the Boards but not statistically significantly better than lecture based students.
What we as medical educators can model is what medical students learn most. Professionalism in modeling proper behavior goes a long way in the medical school environment. We try hard at NYCOM to model everyday.
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RE: I would differ slightly
By: ,
Jun 4 2009, 12:51 PM EDT
It's certainly a much debated topic. Our medical school has decided to go with both memorizing and higher order thinking. Rote memory regurgitated for exams is poorly retained, so we are looking at methods like illness scripts to teach pattern making.
The more time I spend with doctors, the more I become aware how many of them are concrete in their thinking, using memorized patterns to diagnose 80% of the patients they see as quickly as possible. PBL grads don't score very highly with some of our preceptors because they take too much time diagnosing because they lack the memorized patterns.
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The four questions
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Jun 4 2009, 12:26 PM EDT by
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Thread started: Jun 1 2009, 9:37 AM EDT
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We have begun to get faculty to ask themselves these four questions through a form called a CPG or Course Progress Guide. The form included the name of the lecture and professor and 4-5 learning objectives that will be covered in the lecture. We also ask the faculty to assign advanced reading at they do in T-Com in order to have them arrive to class prepared to do case studies. We also ask the professor to put 4-5 higher order questions or PBL questions on the CPG form
The form is posted on the internet in our Moodle program one week in advance.
This way we can continue to assess faculty and courses and the students know what to expect in advance.
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Fishbone technique
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Mar 15 2009, 9:42 PM EDT by
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Thread started: Mar 15 2009, 9:42 PM EDT
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The fishbone technique is useful as an instructional strategy in teaching continuous quality improvement.
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Maybe an art class would help!
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Mar 13 2009, 12:53 PM EDT by
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Thread started: Mar 13 2009, 12:53 PM EDT
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Treatment and Prevention of Diabetes
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fhekelman@chw.edu |
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Patterns of learning and teaching
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Mar 13 2009, 12:50 PM EDT by
fhekelman@chw.edu |
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Thread started: Mar 13 2009, 12:50 PM EDT
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Routines of teaching often produce patterns.
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fhekelman@chw.edu |
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Is it Bloom or Krathwohl and Anderson?
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Mar 13 2009, 12:47 PM EDT by
fhekelman@chw.edu |
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Thread started: Mar 13 2009, 12:47 PM EDT
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Putting the presentation together.
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Continuous Quality Improvement
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Mar 13 2009, 12:42 PM EDT by
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Thread started: Mar 13 2009, 12:42 PM EDT
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Identify the gaps and deficiencies in order to create a plan for improvement
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Taking a family history
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Mar 13 2009, 12:41 PM EDT by
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Thread started: Mar 13 2009, 12:41 PM EDT
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Patient Physician and Family
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Working through potential medicalions for uncontrolled hypertension
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Mar 13 2009, 12:39 PM EDT by
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Thread started: Mar 13 2009, 12:39 PM EDT
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Thiazides, beta blockers, calcium channel blockers-What choices do I have?
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Cognition
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Mar 13 2009, 12:30 PM EDT by
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Thread started: Mar 13 2009, 12:30 PM EDT
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How do we stimulate learning?
How do we teach psychomotor skills?
How do we teach affective skills?
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