Active Learning and the CNUCOM Curriculummedicine.cnsu.edu/shareddocs/FacultyDevCalImplementingActive... · Think of what you know about the meaning of active learning ... information

Active Learning

Alfred Tenore

Active Learning and the CNUCOM Curriculum

Introductory : Think – Pair – Share

Think of what you know about the meaning of active learning

Turn to a partner and discuss your knowledge

Do you have anything to share with the rest of us (class)?

Experiment : : Think – Pair – Share Experiment : : Think – Pair – Share Experiment : : Think – Pair – Share

End 0 2 1

Active Learning Active Learning and the CNUCOM Curriculum

Outline

1) Introduction

2) “Active Learning”

a) What is it ?

b) Differences between “Padagogy ” and “Andragogy ”

3) Components of Curriculum changes

a) “Teaching”

b) “Learning”

c) “Assessing”

4) Methods used in “Active Learning”

5) Introducing “Active Learning” in the NCUCOM Curriculum

Active Learning Active Learning and the CNUCOM Curriculum

Educational Objectives

Appreciate that some things of the past continue to have value

Discuss what active learning is and is not

List some characteristics that identify “adult learners”

List a variety of methods that reflect active learning

Select appropriate interactive strategies

Reflect on the need to restructure the CNUCOM curriculum

INTRODUCTION

Quotes:

Good quotes help to tell a story . . .

reflect experiences that have withstood the barrier of time

Good quotes help to tell a story . . . and enhance the credibility of what is being said.

reflect experiences that have withstood the barrier of time…… and therefore proven to be true

Great Men have said Great Things !


“Education is not the filling of a pail,

William Butler Yeats

but the lighting of a fire”.

Socrates

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=G_A_FtrVonJdQM&tbnid=8-y0bc-TkBQZBM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.golden-dawn.com%2Feu%2Fdisplaycontent.aspx%3Fpageid%3D151&ei=abvUUqLONMzooATqq4HoBg&bvm=bv.59378465,d.cGU&psig=AFQjCNF0HURLS6wAiXQUjTQQojxVoONmSw&ust=1389759622138146

Reflections on the Teaching of Medicine

“On the pedagogic side, modern medicine, like all scientific teaching, is characterized by activity. The ‘student’ no longer merely watches, listens, memorizes: he does.

His own activities in the laboratory and in the clinic are the main factors in his instruction and discipline.

Since education nowadays involves both learning and learning how; the ’student’ cannot effectively know, unless he knows how.”

Abraham Flexner (1910)

HISTORY

1) Dr Franciscus de la Boe Sylvius (1614 – 1672)

3) The first to introduce the technique of bedside teaching in medical education

2) Professor of Medicine at the University of Leyden, Netherlands

STORIA

1) Dr William Osler (1849 – 1919)

2) McGill (1875); Philadelphia (1884); Johns Hopkins (1888); Oxford (1905)

(Whitman N (1990) Creative Medical Teaching U Utah Sc Med.)

3) He considered his greatest contribution to medical education the introduction of students on the wards and the elimination of the old system based on formal lectures

4) He believed that students would learn best by "doing“; therefore, clinical education must start with the patient and end with the patient

5) To study the phenomenon of disease without books is like sailing in an uncharted sea, whereas studying from books without patients is not to go at all at sea

The Agnew Clinic, Portrait of David Hayes Agnew,1889 Thomas C. Eakins (1844-1916) Oil on canvas, 74 1/2 x 130 1/2 inches The University of Pennsylvania School of Medicine, Philadelphia, PA

http://upload.wikimedia.org/wikipedia/commons/4/45/Thomas_Eakins%2C_The_Agnew_Clinic_1889.jpg

Originally developed by Edgar Dale in 1946

The Future of Medical Education is in Rediscovering the Past

Dale’s “Cone of Experience”

Intended as a way of describing various learning experiences


% of what is generally remembered Learners are able to (learning outcomes)

10% of what is read

20% of what is heard

Define Describe List Explain

Read (text)

Listen (lecture)

Watch images 30% of what is seen

Watch videos

View Exhibits

Watch a demonstration

50% of what is seen & heard

Demonstrate Apply Practice

Participate in hands-on workshops

Role-play situation

70% of what is said & written

Model or simulate a real experience

Design/Perform a presentation (do the real thing)

90% of what is done as the task is performed

Analyze Design Create Evaluate


Passive Learning

Active Learning


Dale’s Cone of Experience


Theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”

The least effective method involves learning from information presented through verbal symbols

i.e., listening to spoken words

The most effective methods involves direct, purposeful learning experiences

i.e., hands-on or field experiences



Dale’s Cone of Experience


Theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”

Today, this “learning by doing” has become known as:

“experiential learning”

“action learning”


Adapted from Kolb

Experiential learning

Experience

Reflection Apply

Learn

Motivating the mind

Acquiring the necessary information

Utilizing the information

Incorporating in long-term memory

Reflecting on what has been learned


“What we should seek to instill in our colleagues is not so much learning as the spirit of learning”

(Woodrow Wilson)

Points to Remember !

little of the factual knowledge we convey to our pupils is actually retained

If we can convey enthusiasm for the process of learning — the thought, research, and investigation — then we have met an important educational objective

The process of how we learn as physicians eclipses and surpasses the content of any factual data

Promotes thoughtful engagement

“Active learning”

“ACTIVE LEARNING"

What is “Active Learning” ?

Encourages analytical thinking and reasoning

Fosters integration and manipulation of knowledge

Designed to analyze, synthesize, evaluate & apply information

Stimulates the learner to

process

interact

share

experiences as part of the educational process

Seek out learning activities to

“Andragogy” vs “Pedagogy”

“ACTIVE LEARNING"

Reflects what is known about how adults learn…

Enhance their own knowledge

To meet a specific need

Learn best when information is relevant and contextual

Want to apply new information

Pedagogy vs Andragogy

Differences:

Style:

Characteristics Teacher centered

1) The teacher decides what has to be taught and how

( directives & content )

The learner is totally dependant on the teacher

2) The objective of learning is to create the basis of knowledge which may be utilized in the future.

Andragogy Pedagogy Student centered

Student centered

1) The student plays a more active role in deciding what is it that he needs

Develop the competences to use immediately

Applying knowledge

2) The objective of the learning process is primarily directed to:

3) The role of the teacher is one of “facilitator” of the learning process and as a “resource” for the learner

Andragogy


Differences:

Style


Pedagogy

Adult learners

assume the responsibility of their own education

Student centered

Andragogy


Differences:


Pedagogy

WHY is “ACTIVE LEARNING“ important

Thomas, 1972

Research showed that discussion vs lecture techniques resulted in significant differences in measures of retention of information, problem solving, thinking, attitude change and motivation for further learning, in favor of discussion methods

The amount of information retained by students declines appreciably after 10 minutes

McKeachie, et al, 1987

“All genuine learning is active, not passive. It is a process of discovery in which the student is the main agent, not the teacher.”

Adler, 1982

“One must learn by doing, for though you think you know it – you have no certainty until you try..” Sophocles, 5th Cent BC

“Students learn what they care about and remember what they understand.”

Ericksen, 1984

0

10

20

30

40

50

60

70

80

90

100

Force Acceleration Velocity

Before Instruction

After Traditional Instruction

After Active Learning

Method

% o

f S

tudent

s U

nders

tand

ing

Con

cept

s

Laws P, Sokoloff D, and Thornton R. (1999) Promoting active learning using the Results of Physics Education Research. UniServ Science News vol 13

Active Engagement vs Traditional Instruction for Improving Students’ Conceptual Understanding of Basic Physics Concepts

Can enhance academic achievement

“Active learning”

Research Results indicate:

Promote retention and application of knowledge

Enhance understanding and mastery of course content

Improve critical thinking and problem solving

Improve clinical competencies

Enhance interpersonal skills

Promote teamwork

Increase student engagement

Promote positive student attitudes

Increase course satisfaction

Encourage self-directed lifelong learning

“ACTIVE LEARNING"

Curriculum Changes Emphasis in following 3 Components

Teaching Learning Assessment

Meet Learning Outcomes

Meet Learning Outcomes

Assess Learning Outcomes

D e s i g n e d to

Teaching

“Teachers” must have a clear idea

of what they want students to be able to do

at the end of a unit of study

Intended learning outcomes to students

so that they can share in the responsibility of

achieving them

However, Students will inevitably tend to look at the assessment

and structure their learning activities to optimize their performance

Communicate

Creating a teaching environment in which students

Are active and not spoon-fed

Driven by their curiosity and develop documented competencies

not merely the ability to regurgitate facts

Develop comprehensive skills

beyond a physical exam

Teaching

“ I never teach my pupils;

Albert Einstein

I only attempt to provide the conditions in which they can learn "

if learning

takes place inside the student’s brain

the “real” learning

can only be managed by the student

(where teachers cannot reach)

All teachers can do is to create an environment which is encouraging and supportive of students engaging in the appropriate and necessary mental activity

Learning

“Learning takes place through the active behaviour of the student :

It is what he does that he learns, not what the teacher does”

Tyler. Basic Principles of Curriculum and Instruction . (1949)

“ Nothing that is worth knowing

can be taught"

Oscar Wilde

National Training Laboratories, Bethel, Maine, USA

Correlation between “Learning Mode” and Retention Capacity

5%

10%

20%

30%

50%

70%

90%

Average Retention Capacity (2 weeks)

Confucius”, 551-479 BCE

“I hear and I forget,

I see and I remember,

I do and I understand”

Teach others

Discussion group

Practice by doing

Lecture

Demonstration

Audiovisual

Reading


What can we do to facilitate the shift from Teaching to Learning ?

Ramsden’s 6 principles of effective teaching

Make the subject interesting and give clear explanations 1

concern and respect for students and their learning 2

appropriate assessment and feedback 6

clear goals and intellectual challenge 3

some student control over learning - independence 4

learning from students in order to improve teaching 5

Traditionally

Teachers tend to think about assessment once the learning process is over

( making an unconscious gap between student’s learning and achievement in a specific assessment task )

Constructive Alignment Assessment needs to be thought of while delineating the “Intended Learning Outcomes” and therefore, embedded in the learning activities

Assessment

Constructive Alignment J. Biggs. (2003) Teaching for Quality Learning of University . (Buckingham. Open University Press/McGraw Hill)

SOLO Taxonomy

developed by Biggs & Collins (1982)

Structure of Observed Learning Outcomes

Has become the framework for much quality assurance work in the UK and HK

Provides a specific method of implanting Outcomes Based Teaching and Learning

The “Constructive” aspect refers to what the learner does

Students Construct meaning through relative learning activities

“Meaning” is not something imparted or transmitted from teacher to learner

it is something that learners have to create for themselves

The “Alignment” aspect refers to a what the teacher does :

Set up a learning environment that:

is appropriate to achieving the observed learning outcomes

B

supports learning activities A

Constructive Alignment J. Biggs. (2003) Teaching for Quality Learning of University . (Buckingham. Open University Press/McGraw Hill)

Passive learning

Active learning

Assessment Learning

Students will structure their learning activities

to optimize their performance

drives

assessment DOES test the learning outcomes

we want students to achieve

must make

sure that

By being strategic optimizers of their assessment performance, students will actually be working to achieve the

Intended Learning Outcomes

Assessment

If we tell students that we want them to achieve something (intended learning objectives) and then assess them against assessment criteria that do not match

They will feel cheated and will become

Cynical strategic surface learners

“Alignment” is nothing more than a matter of honesty and fairness that establishes

the trust required for students to be confident that they can manage their own learning

Assessment

Snadden D. Portfolios- attempting to measure the unmeasurable? Medical Education 1999;33:478-479.

At present our assessment methods stem from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like with like.

Think Beyond “Quantitative”

Until we can make a mental shift that allows us to include a more holistic approach to assessment, one which evaluates the development of individuals over time, , we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.

“ “ ”

Assessment

Snadden D. Portfolios- attempting to measure the unmeasurable? Medical Education 1999;33:478-479.

At present our assessment methods stem from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like with like.

Think Beyond “Quantitative”

Until we can make a mental shift that allows us to include a more holistic approach to assessment, one which evaluates the development of individuals over time, , we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.

“ “ ”

Assessment

WHICH ARE NOT METHODS IN “ACTIVE LEARNING"

Traditional Classroom

METHODS IN “ACTIVE LEARNING"

Flipped Classroom

Blended learning

Case Based Learning (Clinical Case studies/Presentations)

Audience response system

Traditional

Teacher’s Role: The Sage on the Stage The Guide on the Side

Flipped

Students watch lectures at home at their own pace

Concept engagement takes place in the classroom with the help of the instructor

Classroom :

The “Flipped Classroom”

Bergman J. & Sams A. (2007)

http://www.knewton.com/flipped-classroom/

http://www.knewton.com/flipped-classroom/

Poor learning outcomes

What Drove the change ?

The traditional one-size-fits all model of education often results in limited concept engagement and severe consequences

0

20

40

60

80

100

Traditional Flipped

English Math English Math

Percent of Freshmen Passing English and Math on the Basis of

the “teaching” Method Used

Technological Progress

The availability of online video and increasing student access to technology

The “Flipped Classroom”

50

81

56

87

METHODS IN “ACTIVE LEARNING"

Problem based Learning (adult learning)

Flipped Classroom

Blended learning

Case Based Learning (Clinical Case studies/Presentations)

Audience response system

Small group discussion

Student debates

Learning by teaching

Think – Pair – Share

Team based Learning Individual readiness assurance test (iRAT) :

Team readiness assurance test (tRAT) :

What can WE do !

Active Learning & The CNUCOM

“ACTIVE LEARNING“ Curriculum

1) Small group formation (ideal group from 5 to 7 students)

Three options: (considering an incoming class of 60 students) 10 groups of 6 students each (ideal situation)

8 groups of 7 to 8 students each (acceptable situation)

6 groups of 10 students each (forced situation)

2) In the classroom, the sitting is indicated according to groups

3) Before students start the first day of classes they are instructed to go over the lectures of the arguments covered the subsequent day

4) 6 MCQ are created for each 50 minute “lecture” 2 questions derived from the first 1/3 of the lecture, 2 from middle 1/3 and 2 from last 1/3

Students are instructed to write down any questions or needed clarifications that the assignment may raise

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – 1) Individual quiz (Individual Readiness Assurance Test):

Each student, individually takes an MCQ exam based on the assigned lectures for that particular day

The assigned lectures can vary from a minimum of 3 to a maximum of 6 /day

The amount of “home” time dedicated to assignments (based on technical facilitations) range from 1.0-1.5 to 2.5-3 hrs

Amount of time allotted for the quiz depends on the number of questions which can vary from 18 to 36

(allowing maximum 40 sec/question – the necessary time would be from 12 to 24 minutes (15 to 30 minutes)

1) Individual Quiz (iRAT)


(Speed with which lectures can be listened: 2 – 2.5 x)

Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

At the end of MC Quiz, the students are given the clinical case

Each member of the group gets a hard copy of the CP

One of the components of the group (changes with each CP) reads it out loud as the other components of the group follow the written hand-out (~ 5-10 minutes)

2) Clinical Presentation – “Xxxxxx”


2) Clinical Presentation 1) Individual quiz (individual Readiness Assurance Test):


Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

The algorithm is presented and explained (~ 30 – 45 min)

2) Clinical Presentation – “Xxxxxx”

3) Algorithm & PWS (process work sheet)


2) Clinical Presentation

3) Algorithm & PWS

1) Individual quiz (individual Readiness Assurance Test):


Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

The students as a group are given the same initial quiz (discussion occurs among the students to choose the correct answer)

The agreed upon correct answer from each group is indicated by audience response system

Course supervisor(s) goes over each question allowing students to give the reason why the chose answer is the right one or the instructor gives the explanation

2) CP – “Xxxxxx”


4) Group Quiz (Team Readiness Assurance Test)



3) Algorithm & PWS

4) Group Quiz (tRAT)



Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

2) CP – “Xxxxxx”


Course supervisor(s) goes over each question allowing students to give the reason why the chosen answer is the right one or the instructor gives the explanation

5) Discussion of answers



3) Algorithm & PWS


5) Discuss. Of answers


4) Group Quiz (Team Readiness Assurance Test)


Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – 1) Small Group Meeting -

The members of each group (working together), try to identify what are the key points presented in the clinical case and decide what information they know and/or need to better understand the problem being presented

Small Group meeting These decisions are listed on a sheet of paper (or computer) where they indicate:

a) Key points identified in the case and explanations as to why they are considered key points

b) Known information/knowledge identified in the case and explanations as to how it will help them understand the case

c) Needed information/knowledge identified in the case and explanations of how this information will help them understand the case

Students are instructed to search for needed information and write down questions or needed clarifications that the clinical case may raise




3) Algorithm & PWS



Day 1 - Monday


Clinical Case Work-sheet

Key Points identified Why are these considered “key points”

Known information/knowledge How will it help understand the case

Needed information/knowledge How will it help understand the case

The “paper” (computer program) is made in such a way that it can be amended as they get further into the week (in order to see their evolving line of thought)

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – 1) Class (FC) (minimum 1 – maximum 3 topics

First session will be composed of only 1 topic

For the first 15 minutes the questions formulated by the students are pooled by the group spokesman for that day

a) Each group will formulate from 4 to 7 questions which will be listed in order of apparent importance

b) The leader of each group is given the opportunity to ask the questions and conduct the discussion on behalf of his group

Class 1 The first 2 from each group will be asked and if time allows additional questions are asked (1/group)

This “leader” changes every day until every one has had the opportunity to lead the group (restart)


Small Group meeting



3) Algorithm & PWS



Day 1 - Monday

Intro to Human Body

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – 1) Individual Quiz

2) CP – Well visit

3) Algorithm & PWS

4) Group Quiz

L U N C H (12:30 – 13:30)

5) Discuss. of answers

Small Group meeting

Class 1

L U N C H


Day 1 - Monday

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –



3) Algorithm & PWS

4) Group Quiz

1) Class (FC) (minimum 1 – maximum 3 topics)


Small Group meeting

Class is conducted in the same manner as the prior class

a) Additional important value:

Class – 1 Topic

More than one instructor is present simultaneously

Better integration (and discussion) of the answers to the questions posed

L U N C H

Class – 3 Topics


NB: It should be something highly desirable and actively sought to have more instructors involved simultaneously

Day 1 - Monday

Normal Cell Struct Normal Cell Growth

Gametogenesis

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –



3) Algorithm & PWS

4) Group Quiz


Small Group meeting

Class – 1 Topic

L U N C H

Class – 3 Topics


Small Group meeting

Day 1 - Monday

1) Small Group Meeting - Students analyze what information they have been able to find from class discussions:

Source of information

Reliability of information

a) distribute individual tasks to search for additional information, citing:

b) Formulate additional (preliminary) questions regarding what they need to know in order to present them the next day in class

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –


2) Group Quiz


Class – 2 Topics

L U N C H

Class – 2 Topics


Small Group meeting

Day 2 - Tuesday

Class – 1 Topic

Intro to Immunity Mechanisms of

Immunity

Prot Struct & Funct Intro to Cell Comm

Introduction to Microbiology

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –


2) Group Quiz


Class – 1 Topic

L U N C H

Class – 1 Topic


Day 3 - Wednesday

Path (cont)

Comm. of Immune System Cells

Introduction to

Pharmacokinetics

Scientific Session

Class – 1 Topic Intro to Pathologic

Processes 1 & 2

Small Group meeting

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – Clinical Cases

Group Presentations

(handout of Friday’s WC Examples)

L U N C H


Day 4 - Thursday

Medical Skills

Group A

Self/Group Study Period

Groups B & C

Medical Skills

Group B


Groups A & C

Medical Skills

Group C


Groups A & B

1) Clinical Cases Presentations - Each group has 10-15 minute presentation performed by group leader* chosen (within the group) for that week

NB: At the end of the session each group is given a WC example:

* group leader changes with each Clinical case Presentation

2) Medical Skills

While Group A (20 students) are involved with Med Skills

Components of the “Class teams” pertaining to Medical Skills Groups B & C work of the WC Examples

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 – Worked Case Exampl

(Completion of work)

WC Examples

Group Presentations

L U N C H

Class – 1 Topic


Day 5 - Friday

Risk Assessment


1) Individual Quiz 2) CP- Genetic Couns 3) Algorithm & PWS 4) Group Quiz 5) Discuss. of answers


9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –


Worked Case Exampl

(Completion of work)

WC Examples

Group Presentations

L U N C H

Class – 1 Topic

Friday

Risk Assessment


1) Individual Quiz 2) CP- Genetic Couns 3) Algorithm & PWS 4) Group Quiz 5) Discuss. of answers


Clinical Cases Group Presentations

(handout of Friday’s WC Examples)

L U N C H

Thursday

Medical Skills

Group A


Groups B & C

Medical Skills Group B


Groups A & C

Medical Skills Group C


Groups A & B

1) Individual Quiz

2) Group Quiz


Class – 1 Topic

L U N C H

Class – 1 Topic

Wednesday

Path (cont)

Comm. of Immune System Cells

Introduction to

Pharmacokinetics

Scientific Session

Class – 1 Topic Intro to Pathologic

Processes 1 & 2

Small Group meeting

1) Individual Quiz


3) Algorithm & PWS

4) Group Quiz


Small Group meeting

Intro to Human Body

L U N C H

Norm Cell Structure Norm Cell Growth

Gametogenesis

Small Group meeting

Monday

1) Individual Quiz

2) Group Quiz


Class – 2 Topics

L U N C H

Class – 2 Topics

Small Group meeting

Tuesday

Class – 1 Topic

Intro to Immunity Mech of Immunity

Prot Struct & Funct Intro to Cell Comm

Intro to Microbiol

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –


Friday Thursday

Medical Skills

Group A


Groups B & C

Medical Skills Group B


Groups A & C

Medical Skills Group C


Groups A & B

Masters Colloquium

(every 2 weeks)

Wednesday

(Scholarly Project)

Group delivered Journal Club

(every 3-4 weeks)

Monday

L U N C H L U N C H L U N C H L U N C H L U N C H

Tuesday

WEEK: 2 – 3

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –


Masters Colloquium

(every 2 weeks)

L U N C H

Wednesday

(Scholarly Project)

Group delivered Journal Club

(every 3-4 weeks)

L U N C H

Monday

L U N C H

Tuesday

WEEK: 2 – 3

1) Journal Club a) Teams of 5 students Team reviews an article

Introduction

Followed by general Discussion

Results Discussion How this work relates

to future and past research

Peer & Faculty assessment of presentations – (Rubric)

Each student is given a section to present

Methods

Selected article corresponds to unit being covered

Reference is made available to Class/Faculty at least one week prior to presentation

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

Orientation

Day 1 - Sunday

L U N C H

Registration

Welcome (School Dignitaries)

Curriculum at CNUCOM

Becoming a Physician

Strategies for Success in Med Sc

Accompanied Tour of Facilities

Day 2 - Monday

L U N C H

Registration

Financial Aid Overview

Learning Technologies

Immuniz, Compliance & Med School

The Student Handbook

Learning Technologies

Group Activity (Ice Breaking)

L U N C H

Registration

Introduction to Anatomy and Group

Dynamics

Meeting the “Phase A” Faculty

Day 3 - Tuesday

“Wine & Cheese” Get-together

White Coat Ceremony

Stethoscope/White Coat

Physicians’ Oath

Intro to Masters

Dean’s Welcome

Day 4 - Wednesday

Start of Clinical Skills

“Learning the Basic Skills of a Physician”

Introduction to Medical School – The Basic Skills of a Physician

Day 1 - Wednesday Day 2 - Thursday

Medical Skills Written Present Comprehensive Hx SOAP notes Oral Presentation

L U N C H

Vital signs (OSCE rooms) Reflexes Touch fiber Tun fork Stethosc Otoscope

Break

PE in Teams (Osce rooms) HEENT Chest/Thorax Abdomen Extremeties Neuro

Break

Continue with PE (above)

L U N C H

HIPAA Training

Break

Intro to Medical Skills Distrib of Med equip Skills partic. Consent Skills partic. Forms Needle Policy Hand disinfection

Break

Verbal & non verb com Peter Eveland Actors Intro to BLS on-line

Ethics/Professionalism Intro to Med Ethics Cadaver Respect Dr-Patient relation Dress Code

Day 3 - Friday

CP Presentation

H&P Practice SOAP notes

L U N C H

Break

BLS Test

Break

CP Presentation (contd)

H&P Practice SOAP notes

BLS Test (contd)

BLS on-line (self study) BLS on-line (self study)

9:00 –

10:00 –

11:00 –

12:00 –

13:00 –

14:00 –

15:00 –

16:00 –

17:00 –

18:00 –

8:00 –

Welcome to

CNUCOM

Light Years Ahead

in The Innovative

Delivery of Medical Education

CONCLUSIONS

Health care has a cost

but good “teaching”

is priceless !

A. Tenore

but good innovative “teaching”

is priceless !

Documents

Active Learning and the CNUCOM Curriculummedicine.cnsu.edu/shareddocs/FacultyDevCalImplementingActive... · Think of what you know about the meaning of active learning ... information