Location: Classroom Teaching Techniques

Discussion: The Four QuestionsReported This is a featured thread

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DeirdreB
DeirdreB
The Four Questions
May 22 2008, 4:53 PM EDT | Post edited: May 22 2008, 4:53 PM EDT
How might we encourage faculty to ask themselves these four questions? 3  out of 3 found this valuable. Do you?    
Keyword tags: classroom techniques

fhekelman@chw.edu
1. RE: The Four Questions
Mar 17 2009, 12:34 PM EDT | Post edited: Mar 17 2009, 12:34 PM EDT
How can my learners learn experientially? Do you find this valuable?    
DeirdreB
DeirdreB
2. RE: The Four Questions
Mar 17 2009, 1:07 PM EDT | Post edited: Mar 17 2009, 1:07 PM EDT
"How can my learners learn experientially?"
Great question! Health Science Colleges see clinical skills as the answer to that question, but our college is concerned that clinical skills occur late in the learning process. We are experimenting with embedding more clinical in the first year anatomy and physiology courses, so I will be writing more about that as we progress. Anyone out there have ideas they can share? 1  out of 1 found this valuable. Do you?    

fhekelman@chw.edu
3. RE: The Five questions
Mar 17 2009, 4:40 PM EDT | Post edited: Mar 17 2009, 4:40 PM EDT
I think we can ask learners what triggers them to consider this as an illness script once we define it. For example, in nursing, my illness scripts were often driven by these factors: acuity of the patient, a disease I had never seen before; a critical incident regarding a specific learner or patient; something that triggered my funny bone; Does that help you Do you find this valuable?    

AyishaQureshi
4. RE: The Four Questions
Aug 20 2009, 10:54 AM EDT | Post edited: Aug 20 2009, 10:54 AM EDT
"Great question! Health Science Colleges see clinical skills as the answer to that question, but our college is concerned that clinical skills occur late in the learning process. We are experimenting with embedding more clinical in the first year anatomy and physiology courses, so I will be writing more about that as we progress. Anyone out there have ideas they can share?"
I am teaching as Assistant Professor in the Physiology department in a medical college. I have one question: When u say embedding clinical in first year anatomy & Physiology courses, in what context will it be done? Initially, the focus is on knowledge, recall and the comprehension a least during the first year. Will it be digestible for the students and can it be used in addition to the PBL sessions?? Do you find this valuable?    
DeirdreB
DeirdreB
5. RE: The Four Questions
Aug 20 2009, 12:48 PM EDT | Post edited: Aug 20 2009, 12:48 PM EDT
Ayisha,
My university uses a case process to introduce clinical content into basic sciences instead of PBL. Some cases involve standardized patients, while some are paper based. Physicians guide students through the case which is linked to what they are studying in the sciences that week. 1  out of 1 found this valuable. Do you?    

AyishaQureshi
6. RE: The Four Questions
Aug 22 2009, 11:20 AM EDT | Post edited: Aug 22 2009, 11:20 AM EDT
"Ayisha,
My university uses a case process to introduce clinical content into basic sciences instead of PBL. Some cases involve standardized patients, while some are paper based. Physicians guide students through the case which is linked to what they are studying in the sciences that week."
That is new for me. I would love some more detail or examples if that is possible for you. It also makes a lot of sense as well. A case process?? What does it mean and where can I read up more on it. Do you find this valuable?    
DeirdreB
DeirdreB
7. RE: The Four Questions
Aug 22 2009, 2:27 PM EDT | Post edited: 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. Do you find this valuable?    

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