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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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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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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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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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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Treatment and Prevention of Diabetes

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Putting the presentation together.

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Patient Physician and Family

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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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Communication
Touch is an important aspect of communication.

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