Scholarship of Teaching and Research in Medical Education

LogoThe STReME series is designed to encourage and promote scholarly activity related to teaching and research in medical education.

 

 

2012 Series: Active Learning in Medical Education

Team-Based Learning Basics: Getting Started

May 31, 2012, Thursday
12:15 p.m. - 3:15 p.m.
Location
: 101 White Hall (Gandhi Auditorium)
What is Team-Based Learning™?

Team-Based Learning (TBL) is an active learning instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of events that includes individual work, teamwork and immediate feedback. It is very much learner-centered and engages students with the kinds of problems they will encounter in clinical practice.  It also promotes the development of professional competencies in interpersonal skills, teamwork, and peer feedback.

Workshop Description

This workshop is conducted in a Team-Based Learning (TBL) format: participants are given an advance assignment, are assigned to a team, given an individual and team readiness assurance test, achieve consensus with their team on a set of increasingly challenging questions. There is very little ‘lecture’ (learning occurs through doing) and ample opportunity for questions and dialogue. Video clips of ‘live’ students in TBL sessions are shown.

Workshop Objectives
  • Describe the key and essential components of a TBL module.
  • Identify the challenges that an instructor faces when transforming a unit of study from lecture to ‘active learning.’
  • Explain how TBL, when done correctly, generates deeper learning of content, develops communication skills, and can meet course objectives more fully than a lecture-based pedagogy.
Preparation/Advance Assignment

 

Dean Parmelee, M.D.

Dean Parmelee, M.D.
Associate Dean for Academic Affairs, Boonshoft School of Medicine

Team-Based Learning™ Advanced: Making Your Module Successful

June 14, 2012, Thursday
12:15 p.m. - 3:15 p.m.
Location
: 101 White Hall (Gandhi Auditorium)
Workshop Description

This workshop is designed for those who have had an introduction to Team-Based Learning (TBL) through attending a workshop or participating in an actual module with students. It will be conducted in a TBL format, so participants will be assigned to teams, complete a Readiness Assurance Test as an individual then as a team, then collaborate with the team to tackle some tougher questions on writing and delivering a TBL module.

Workshop Objectives
  • Describe the backward design process and how to use it to craft a viable TBL module, one that fits well with a course's objectives.
  • Evaluate the congruence of a TBL module's objectives with its Application Exercise and Readiness Assurance Process.
  • Appraise and select specific choice questions that will enhance team cohesion AND generate debate between teams in the classroom.
  • Recognize an effective TBL Application Exercise that will engage learners in mastering course content.
  • Go home and write an active objective and a draft Application Exercise for a TBL module that will challenge your learners to apply, evaluate, analyze, and synthesize your course content in solving a complex and significant problem.
Preparation/Advance Assignment

 

Dean Parmelee, M.D.

Dean Parmelee, M.D.
Associate Dean for Academic Affairs, Boonshoft School of Medicine

High-Fidelity Simulation in Medical Education: Technology Driven by Learning Objectives

August 9, 2012, Thursday
12:15 p.m. - 2:15 p.m.
Location: 101 White Hall (Gandhi Auditorium)
What is High-Fidelity Simulation?

Coach Vince Lombardi coined the phrase: "Practice doesn't make perfect; perfect practice makes perfect." High-Fidelity simulation is an interactive instructional strategy which helps approach the "perfect practice" environment by using real equipment and supplies along with realistic task trainer models and computerized, full-body mannequins controlled by an operator on a remote computer. High-fidelity mannequins incorporate monitor displays and air compressor-driven functions capable of producing both physical findings (e.g. pulses, heart sounds, and breath sounds) and pathophysiologic processes (e.g. hypoxia, hypotension, tongue edema and trimus). These mannequins can be painlessly subjected to invasive procedures and programmed to provide realistic patient responses. High-fidelity simulation safely creates an immersive environment by incorporating all or part of a clinical experience without exposing real patients to the associated risks.

Workshop Description

This workshop will consist of two parts. The first part is a presentation including a construct for incorporating simulation into medical education programs and discussion of sample experiences from the literature and at the BSOM. It will conclude with a short demonstration.  During the second portion of the workshop, the presenter will discuss the impact of simulation as assessed both in our institution and elsewhere along with potential opportunities to incorporate simulation into our curriculum. This portion will conclude with a brief demonstration involving development of a simulation using input from the attendees.

Workshop Objectives
  • Define the appropriate role of technology in developing simulation-based education modules.
  • Discuss the potential benefits of simulation as a medical education strategy.
  • Recognize the resources associated with adding simulation-based modules or substituting them for other educational modules.
  • Analyze current curricular learning objectives to determine those that might be better accomplished with simulation.
  • Design a simulation-based module to support an existing curriculum.
Preparation/Advance Assignment
  • Please submit a topic or module from one of your courses which you consider to be a potential candidate for a simulation-based session.
Resources
  • Kern DE, Thomas PA, Howard DM. Et al eds. Curriculum Development for Medical Education: A Six Step Approach. Baltimore, MD: The Johns Hopkins University Press; 1998.
  • Ten Eyck RP. Simulation in Emergency Medicine Training. Pediatric Emergency Care. 2011;27(4): 27:333-344.
Watch the Video of Dr. Ten Eyck's Presentation

Raymond Ten Eyck, M.D., M.P.H., "High-Fidelity Simulation" PPT w sound Part 1 (mp4)

Raymond Ten Eyck, M.D., M.P.H., "HIgh-Fidelity Simulation" PPT w sound Part 2 (mp4)

 

 

Ray Ten Eyck, M.D.

Raymond Ten Eyck, M.D., M.P.H.
Professor, Emergency Medicine, Director of Emergency Medicine Simulation Center, Boonshoft School of Medicine

The Western Reserve2 Curriculum and the Use of the “New” PBL to Develop Self-directed Learning, Problem Solving and Teamwork Skills

September 13, 2012, Thursday
12:15 p.m. - 3:15 p.m.
Location: 101 White Hall (Gandhi Auditorium)

What is the "New" PBL - Case InQuiry (IQ)?

The small group, active learning method called "Problem-based Learning" (PBL) was developed by McMaster University in the late 1960s and is used internationally as a popular educational approach.  In the mid 2000s, McMaster re-tooled this important learning strategy and shared the method with Case Western Reserve University (CWRU) School of Medicine during the development of the Western Reserve2 Curriculum.  This “new” PBL has been embraced by the students of CWRU as their most valued learning method and is commonly referred to by the students as "IQ", short for Case Inquiry. Students learn not just medical knowledge in their IQ teams of 8 students but also important skills of life-long learning, teamwork and professionalism.

Part 1 -- Description

Participants will be introduced to the medical education curriculum at Case Western Reserve University (Western Reserve2 Curriculum) by means of a formal presentation.

Part 1 -- Objectives

  • List two reasons why the faculty of CWRU committed to curriculum reform.
  • Describe two guiding principles that informed curricular change at CWRU.
  • Compare and contrast the current medical education/curriculum climate at Boonshoft SOM with the climate that existed at CWRU SOM prior to curriculum reform.
  • Relate two challenges that the faculty of CWRU faced in reforming their curriculum and consider if these same challenges will be seen at Boonshoft SOM. 
  • State, in general terms, the assessment philosophy of the Western Reserve2 curriculum and describe the importance of alignment of this philosophy with expectations for student learning.

Resources:

Watch a Video of the Presentation

Part 2 -- Description

Participants will learn about the CWRU approach to PBL (aka Case InQuiry or "IQ") through their participation in a hands-on workshop during which they will have an opportunity to view and work through an actual case.

Part 2 -- Objectives

Participants will be able to:

  • Define "IQ" and explain how it differs from "traditional" PBL.
  • List the advantages of the IQ small group learning approach.
  • Distinguish the role of the faculty facilitator and the role of the learners in IQ.
  • List and define key teamwork behaviors in the IQ process.

Resources:

Watch the Video of the Presentation by Dr. Amy Wilson-Delfosse (mp4)
 
 
 

Amy Wilson-Delfosse

Amy Wilson-Delfosse, Ph.D.
Associate Professor, Pharmacology, Assistant Dean for Basic Science Education, Case Western Reserve University SOM

 

 

     

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Questions and Suggestions

You can email your questions and suggestions to BSOM_FacDev@wright.edu or call (937) 775-2675.

For More Information

Please contact the Office of Academic Affairs

Faculty Development:

Medical Education Research:

Nicole Borges

Nicole, Borges, Ph.D.
Assistant Dean, Medical Education Research and Evaluation

290 White Hall
(937) 775-3196