July 2009 Issue - Creighton University School of Medicine
July 2009 Issue - Creighton University School of Medicine
July 2009 Issue - Creighton University School of Medicine
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TEACHING AND LEARNING UPDATE – <strong>July</strong> <strong>2009</strong><br />
Upcoming Programs and Events<br />
Date: Monday, August 24<br />
Topic: Know Your Learners<br />
Time: Noon – 1 p.m.<br />
Location: Morrison seminar room<br />
Effective teachers understand that students differ in how they approach learning. This includes<br />
using methods and activities that recognize students have different learning styles, motivation,<br />
prior knowledge and experience. This does NOT mean you need to teach to every style or<br />
preference! This session will provide an overview <strong>of</strong> the topic and examples from classroom and<br />
clerkship settings.<br />
Presenters: Linda Pappas, M.S., Katie Huggett, Ph.D., and Anna Maio, M.D.<br />
Date: Tuesday, September 8<br />
Topic: The research on learning style types and what it means for improving teaching<br />
Presenter: John W. Pelley, Ph.D.<br />
Dr. Pelley is Associate Pr<strong>of</strong>essor in the Department <strong>of</strong> Cell Biology and Biochemistry at the<br />
Texas Tech <strong>University</strong> Health Sciences Center <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> in Lubbock, Texas. Watch<br />
for upcoming announcements <strong>of</strong> this special faculty development session with Dr. Pelley.<br />
Two-Minute Tutorial<br />
Improve Your Small Group Teaching Skills<br />
Becoming an effective small group teacher takes time and practice. Answering students’<br />
questions about the material presented in lecture can be the “easy” task for a small group<br />
teacher. Challenging tasks include dealing with a non-participating student and encouraging the<br />
group to work together actively rather than rely on you for a mini-lecture. Effective small group<br />
teachers know that constructive feedback and facilitation can improve the small group learning<br />
experience.<br />
General Guidelines<br />
• Introduce yourself and briefly tell students what you do and how it relates to the course<br />
• Plan each session with an opening and closing<br />
• Review the session agenda at the start <strong>of</strong> the session<br />
• Schedule time for class management tasks such as taking attendance or<br />
announcements<br />
• Recognize that all groups take time to become productive<br />
Techniques for dealing with a quiet/non-participating group participant:<br />
Ask the student,<br />
• Can you summarize the case so far?<br />
• Do you agree with all the facts or issues presented?<br />
• What information do you still need?
• Do you agree with what so-and-so is saying?<br />
• How would you approach this problem or question?<br />
• What would your next step be?<br />
Facilitate – not lecture – by using meta-cognitive statements/questions:<br />
What made you decide to say that?<br />
Why did you say that?<br />
Why did you think <strong>of</strong> saying that?<br />
How do you know that what you are saying is correct?<br />
Why do you think that is an important issue?<br />
What made you bring that up?<br />
What do you think about the importance <strong>of</strong> your statement?<br />
How do you feel about your idea(s), in light <strong>of</strong> the facts we have so far?<br />
How do you know your information is reliable?<br />
How do you know that textbook information is reliable?<br />
What is your confidence, on a scale from 0 to 10, that your idea is correct?<br />
How do you see the problem at this point?<br />
What information would you like to know next?<br />
Adapted from a facilitator guide by Jason B. Rosenstock, MD. The guide is included in the PBL Module<br />
titled “The Impact <strong>of</strong> Psychiatric Distress on Co-morbid Medical Illness: A Problem-Based Learning (PBL)<br />
Case” (ID:251) published by MedEdPORTAL.<br />
Resource <strong>of</strong> the Month<br />
Check out the most recent additions to the MedEd Portal collection <strong>of</strong> free, peer-reviewed<br />
curriculum materials. These can be downloaded directly from the MedEd Portal web site to your<br />
computer.<br />
Title: Business <strong>of</strong> <strong>Medicine</strong> Modules<br />
Audience: Medical students and residents<br />
Objectives: 1.) To introduce various business <strong>of</strong> medicine topics to residents in pediatrics. 2.)<br />
To determine resident comfort with business <strong>of</strong> medicine topics.<br />
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/find_resources/browse/?subid=1649<br />
Title: Female Breast and Pelvic Exam: A Student-to-Student Guide<br />
Audience: Second, third, and fourth-year medical students; residents<br />
Objectives: 1.) To promote good technical skills in the performance <strong>of</strong> breast and pelvic<br />
examinations. 2.) To facilitate appropriate communication related to breast- and pelvic-exam<br />
skills. 3.) To encourage appropriate verbal and body language, purposeful touch, and an<br />
understanding <strong>of</strong> the patient's perspective. (complete objective list in the resource).<br />
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/find_resources/browse/?subid=1653
Miss an issue <strong>of</strong> the Teaching and Learning Update?<br />
Archived issues <strong>of</strong> the Teaching and Learning Update are available here:<br />
http://medschool.creighton.edu/medicine/admin/teach/teachingupdate/index.php<br />
Need help writing lecture objectives or preparing a poster for presentation? Want to<br />
know more about MedEd Portal, a peer-reviewed repository and publication site for<br />
teaching materials?<br />
Please email or call for a consultation: kathrynhuggett@creighton.edu
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