Transition to “LEARN”: Challenges and Opportunities
Faculty Retreat – September 21, 2013
Notes from breakout sessions
Subgroup 2 - Active Learning
How do you design individual learning/reading time for
students?
How do we integrate, train and cooperate in developing TBL
and other tools?
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Time/Resources up front
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Get student input
How do we prep students and give them the right resources?
How do we get VALUE into these assessments – students to
value it?
Should we develop methods experts VS relying on content
experts to run classes?
Space for TBL with combined medical/dental students
Acoustics with TBL space
MART Building – Space for TBL?
Group formation for TBL – keep constant throughout phase I ,
for example? Resources
Grade the IRAT
Grade application questions???
Active discussion about team development/role in medicine
Other learning strategies:
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Lecture interspersed with questions
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Flipped classroom
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Google Apps
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Collaborative tools
-
Skype
Faculty skills development – active learning.
Communication skills development of faculty – Dr.
Kaplan-Liss
Dean’s office support to promote active learning
instructional strategies to faculty at various departments.
No comments
? Guidelines for %
“active” learning
-
Course specific
-
Guidelines may apply differently in different
courses
Blood course: Flipped
classroom model
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Is attendance mandatory?
-
Some like lectures
Prepare students for active learning at time of admission
interview
Sessions dealing with:
- Fundamental issues
- Specific answers
- Adequate feedback
Varies course to course
Subgroup 3 – Peer
Assessments/Feedback
Student training in giving and receiving
-
Where? - Mechanical VS face to face VS pairs
changing?
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How? -
Tag into resident system
Faculty training in peer and other feedback
Culture
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Role modeling – faculty development
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Bottom up influence
How does feedback – contract for change
Can we get faculty time to do it more often?
Anonymous feedback?
Who are feedback monitors?
LLC
Have students been asked for their input- how do they feel
about this process?
Keep rubric simple.
Purpose?
Responsibility to the community
Training to give feedback – LLC
“Learning to speak up” – patient safety
Tracing through CBase – mandatory?
Anonymous VS open – Quality control
Frequency?
LLC – review feedback received over several months.
Anonymous feedback given in the first few months. Later on students will know who is giving the
feedback.
Who is monitoring the feedback? And when?
How often? – Every six months.
What kind of feedback are we expecting? Professionalism, communication skills.
Feedback – negative?
Facilitators role:
Will help students with phrasing difficult comments/feedback
Training on how to give constructive feedback is critical.
Face-to-face sessions for clarity purposes.
Followup that students do address feedback.
Faculty workload e.g. review report folio.
How do students learn peer feedback?
Learning
communities?
Advanced students?
How frequent?
What are LLC? – people skills.
How does peer feedback get reflected in MSPE?
A means of expressing strengths
Business schools lessons.
Subgroup 4 –
Integration
Moving Step 1 exploration
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Remediation is a challenge
Resources for the integration
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Up-front investment
Can we sustain these changes?
How do we do mission-based funding for clinicians?
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Early clinical exposure/MCS, ICM
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Hospital or community based
Leader – Top down commitment and culture change
Concern about leadership for core foundations, e.g. and
absence of some SOM leaders today.
Mission-based funding
RVUs/”EVUs” need mechanism to engage some clinical faculty
as clinical educators vis a vis what students know at various stages of
education (e.g. Dept of Medicine – hospitalists)
Engage younger faculty.
Make materials available 24/7
Is this the right sequence?
Block directors?
Depts?
Theme directors
Systems – basic/clinical directors
6-8 student prep for Step 1?
What does a day in the new curriculum look like? 5 hrs a day of structured activities
Clinical exposure?
Yes – but how, when, who?
Family Medicine, OB/GYN and Peds shortened is a concern
Block leader(s) vs department lead (Conflict of mission)
Evaluate student
progress
Do they have clout?
KK enforce cross department teaching
Group leadership choice is key
What reward for group leadership?
Compressed curriculum – Student overload?
Dental school?
Move step I?
Subgroup 5 –
Clinical/Translational Pillars
Can pillar formats be creative – TBL?
How many pillars at one given time?
How can we sustain these high resource repeating events?
Can the pillars be about skills not content?
Can the pillars/themes/intersessions be coordinated?
How do we keep the 4 year ARC and integration together?
Want exposure to physician, scientists (student request)
Who will design the pillars?
Make them interdisciplinary, inter-professional.
Inventory local expertise/resources
Journal clubs (process and content)
Keep in mind preparation/completion time for students (e.g.
re: prep for journal clubs)
Can we do this 4 times in 1 year?
Who will do it? Who
owns?
One pillar/year – September
Another one topic 12 weeks later
Customize selection?
Have the TPs “memorialized”
Apply in classroom
Pilot?
Keeping it energized
Ortho pillar?
Content – specific pillars or “isn’t science wonderful”
pillar
SB campus/Winthrop campus
Similar themes in intersessions and the pillars?
Single coordinator?
Recruit broader basic science faculty into pillars.
Demanding of time and cooperation.
Role of students in applying the pillars (journal club).
Journal club based on joint basic science and clinical
faculty who suggest topics for journal club.
Keep general pillar relevant to all clerkships
Clinicians interfacing with basic science faculty.
Subgroup 6 –
Themes
How do we incorporate individualized med (EBM)?
Change “Intersession” to another name.
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Thematic pillar – conference set up
Exchange between theme champion and topic/content directors
Ensure student directed learning in intersessions,
reflection.
How is this assessed – how do we assess our delivery of it
(hot topic)?
How are we going to put these weeks together – resources?
Suggestion: Patient and family-centered care
PCMH = P-C med homes
40 hospitalists that are vastly underutilized for teaching
Themes = Content
Competencies = Assessment of Skills
Use/build on existing competency anchors
Packaging/labeling/ websites – Pittsburgh
Themes – pass/fail?
Intersessions work better for student attention
Inter-professional ? Clarify
No comments
Are themes equivalent to competencies?
Identify where themes already exist.
-
Adding an element to courses
Organize and restructure across the curriculum and avoid
redundancies.
SUMMARY
Time up front for integration
Buy in from clinical faculty – funding
Getting faculty and students up to speed
Develop expertise in methods
Peer assessments important – students and faculty
Change name of IS
Need theme director/content integration
Assess effectiveness of delivery
Sustaining energy for TPs
TBL
- Varying expertise
-
Space – acoustics
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Dental/med teams
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Grading of application exercise
Didactic 10+2 model
Google apps for collaborative learning
Theme – Patient and family-centered care (PCMH)
40 hospitalists “dissociated” from teaching
Pillars – Journal clubs – Exposure to phy-scientists
Be mindful of student TIME
Department based -
team based
RVU vs EVU?
Engaging clinical faculty
Reach out/mentor younger educators
Peer feedback through LLC – face to face
Step 1 study time – 5 hours a day
Early clinical exposure – who monitors?
Dean’s office – Departmental support for active learning
Ortho pillar?
Pillars at Winthrop? Comparable fashion.
TP 4 times –
Interdisciplinary
Time constraints
Single pillar
(e.g. Genetics) – across clerkships? -
Student development?
Disrupting
departmental structure
Course leaders –
Reward structure
-
Who controls resources for course directors?
-
How do we recruit faculty? (Block D)
A course developed by students to teach peer
assessment/feedback
What exactly happens in a “flipped” classroom
Theme “police”
Timeline aggressive – theme directors
