Active Learning Active Learning and the CNUCOM Curriculum [PDF]

Active Learning and the CNUCOM Curriculum Alfred Tenore

Experiment 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)? 0

1

2

End

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 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 Great Men have said Great Things !

Quotes:

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…… time and therefore proven to be true

Great Men have said Great Things !

“Education is not the filling of a pail, but the lighting of a fire”.

William Butler Yeats

Socrates

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) 2) Professor of Medicine at the University of Leyden, Netherlands 3) The first to introduce the technique of bedside teaching in medical education

STORIA 1) Dr William Osler (1849 – 1919) 2) McGill (1875); Philadelphia (1884); Johns Hopkins (1888); Oxford (1905)

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

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

The Future of Medical Education is in Rediscovering the Past

Dale’s “Cone of Experience” Originally developed by Edgar Dale in 1946

Intended as a way of describing various learning experiences

Dale’s “Cone of Experience” % of what is generally remembered

10% of what is read 20% of what is heard

30% of what is seen

Learners are able to (learning outcomes)

Define Describe List Listen Explain (lecture) Read (text)

Watch images Watch videos

50% of what is seen & heard 70% of what is said & written 90% of what is done as the task is performed

View Exhibits

Demonstrate Apply Practice

Passive Learning

Watch a demonstration

Participate in hands-on workshops Role-play situation Model or simulate a real experience Design/Perform a presentation (do the real thing)

Analyze Design Create Evaluate

Active Learning

The Future of Medical Education is in Rediscovering the Past Dale’s Cone of Experience Originally developed by Edgar Dale in 1946 Intended as a way of describing various learning experiences 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

The Future of Medical Education is in Rediscovering the Past Dale’s Cone of Experience Originally developed by Edgar Dale in 1946 Intended as a way of describing various learning experiences 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”

Experiential learning Incorporating in long-term memory

Experience

Reflecting on what has been learned

Apply

Reflection

Utilizing the information

Motivating the mind

Adapted from Kolb

Learn Acquiring the necessary information

Great Men have said Great Things !

“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

“ACTIVE LEARNING" What is “Active Learning” ? “Active learning” Promotes thoughtful engagement 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

“ACTIVE LEARNING" Reflects what is known about how adults learn… “Andragogy” vs “Pedagogy” Seek out learning activities to

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: Characteristics Style:

Pedagogy

Andragogy

Teacher centered

Student centered

1) The teacher decides what has to be taught and how The learner is totally dependant on the teacher ( directives & content ) 2) The objective of learning is to create the basis of knowledge which may be utilized in the future.

Pedagogy

vs Andragogy

Differences: Characteristics Style

Pedagogy

Andragogy

Teacher centered

Student centered

1) The student plays a more active role in deciding what is it that he needs 2) The objective of the learning process is primarily directed to: Applying knowledge Develop the competences to use immediately 3) The role of the teacher is one of “facilitator” of the learning process and as a “resource” for the learner

Pedagogy

vs Andragogy

Differences: Characteristics

Pedagogy

Andragogy

Teacher centered

Student centered

Adult learners assume the responsibility of their own education

WHY is “ACTIVE LEARNING“ important 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 McKeachie, et al, 1987 “Students learn what they care about and remember what they understand.” Ericksen, 1984

“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

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

Thomas, 1972

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

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

% of Students Understanding Concepts

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

100 90 80 70 60 50 40 30 20 10 0

Before Instruction

Force

After Traditional Instruction

Acceleration

After Active Learning Method

Velocity

“ACTIVE LEARNING" Research Results indicate: “Active learning” Can enhance academic achievement 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

Curriculum Changes Emphasis in following 3 Components

Teaching

Learning D e s i g n e d

Meet Learning Outcomes

Meet Learning Outcomes

Assessment to

Assess Learning Outcomes

Teaching

“Teachers” Intended learning must have a clear idea outcomes to students of what they want students Communicate so that they can share to be able to do in the responsibility of at the end of a unit of study achieving them

However, Students will inevitably tend to look at the assessment and structure their learning activities to optimize their performance

Teaching 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

“ I never teach my pupils; I only attempt to provide the conditions in which they can learn "

Albert Einstein

Learning

if learning takes place inside the student’s brain

(where teachers cannot reach)

the “real” learning can only be managed by the student

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 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

The Futurebetween of Medical Education is in and Rediscovering Past Correlation “Learning Mode” Retention the Capacity “I hear and I forget, I see and I remember, I do and I understand”

Confucius”,

551-479 BCE

Average Retention Capacity (2 weeks)

Lecture

5%

Reading

10%

Audiovisual

20%

Demonstration

30%

Discussion group

50%

Practice by doing

70%

Teach others

90%

National Training Laboratories, Bethel, Maine, USA

What can we do to facilitate the shift from Teaching to Learning ? Ramsden’s 6 principles of effective teaching 1

Make the subject interesting and give clear explanations

2

concern and respect for students and their learning

3

clear goals and intellectual challenge

4

some student control over learning - independence

5

learning from students in order to improve teaching

6

appropriate assessment and feedback

Assessment

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

Constructive Alignment J. Biggs.

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

Provides a specific method of implanting Outcomes Based Teaching and Learning Has become the framework for much quality assurance work in the UK and HK

SOLO Taxonomy developed by Biggs & Collins (1982)

Structure Observed Learning Outcomes

of

Constructive Alignment J. Biggs.

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

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

The “Alignment” aspect refers to a what the teacher does : Set up a learning environment that: A supports learning activities B

is appropriate to achieving the observed learning outcomes

Passive learning

Active learning

Assessment

Assessment

drives

Students will structure their learning activities must make to sure that optimize their performance

Learning

assessment DOES test the learning outcomes we want students to achieve

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 Think Beyond “Quantitative” “ 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. 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. “ ” Snadden D. Portfolios- attempting to measure the unmeasurable? Medical Education 1999;33:478-479.

Assessment Think Beyond “Quantitative” “ 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. 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. “ ” Snadden D. Portfolios- attempting to measure the unmeasurable? Medical Education 1999;33:478-479.

WHICH ARE NOT METHODS IN “ACTIVE LEARNING"

Traditional Classroom

METHODS IN “ACTIVE LEARNING" Audience response system Blended learning Case Based Learning (Clinical Case studies/Presentations)

Flipped Classroom

The “Flipped Classroom” Bergman J. & Sams A. (2007)

Classroom :

Teacher’s Role:

Traditional

The Sage on the Stage

Flipped

The Guide on the Side

Students watch lectures at home at their own pace Concept engagement takes place in the classroom with the help of the instructor

The “Flipped Classroom”

What Drove the change ? Poor learning outcomes The traditional one-size-fits all model of education often results in limited concept engagement and severe consequences

Percent of Freshmen Passing English and Math on the Basis of the “teaching” Method Used 100 87

Technological Progress The availability of online video and increasing student access to technology

81 80 60

56 50

40 20 0

English Math

Traditional

English Math

Flipped

METHODS IN “ACTIVE LEARNING" Audience response system Blended learning Case Based Learning (Clinical Case studies/Presentations)

Flipped Classroom Learning by teaching Problem based Learning

(adult learning)

Small group discussion Student debates Team based Learning

Individual readiness assurance test (iRAT) : Team readiness assurance test (tRAT) :

Think – Pair – Share

Active Learning & The CNUCOM

What can WE do !

“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 8 groups of 6 groups of

6 students each (ideal situation) 7 to 8 students each (acceptable situation) 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 Students are instructed to write down any questions or needed clarifications that the assignment may raise

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

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT)

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

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation

1) Individual quiz (individual Readiness Assurance Test): 2) Clinical Presentation – “Xxxxxx” 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

12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

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)

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation 3) Algorithm & PWS

1) Individual quiz (individual Readiness Assurance Test): 2) Clinical Presentation – “Xxxxxx” 3) Algorithm & PWS (process work sheet) The algorithm is presented and explained (~ 30 – 45 min)

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation 3) Algorithm & PWS 4) Group Quiz (tRAT)

1) Individual quiz (individual Readiness Assurance Test): 2) CP – “Xxxxxx” 3) Algorithm & PWS (process work sheet) 4) Group Quiz (Team Readiness Assurance Test) 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

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation 3) Algorithm & PWS 4) Group Quiz (tRAT) 5) Discuss. Of answers

1) Individual quiz (individual Readiness Assurance Test): 2) CP – “Xxxxxx” 3) Algorithm & PWS (process work sheet) 4) Group Quiz (Team Readiness Assurance Test) 5) Discussion of answers 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

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation 3) Algorithm & PWS 4) Group Quiz (tRAT) 5) Discuss. Of answers Small Group meeting

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

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

“ACTIVE LEARNING“ Curriculum

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)

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Day 1 - Monday 1) Individual Quiz (iRAT) 2) Clinical Presentation 3) Algorithm & PWS 4) Group Quiz (tRAT) 5) Discuss. Of answers Small Group meeting Intro to Human Class 1 Body

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

b) The leader of each group is given the opportunity to ask the questions and conduct the discussion on behalf of his group This “leader” changes every day until every one has had the opportunity to lead the group (restart)

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 –

Day 1 - Monday 1) Individual Quiz 2) CP – Well visit 3) Algorithm & PWS 4) Group Quiz

10:00 –

5) Discuss. of answers

11:00 –

Small Group meeting

12:00 –

Class 1

13:00 –

L U N C H

14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

LUNCH

(12:30 – 13:30)

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 –

Day 1 - Monday 1) Individual Quiz 2) CP – Well visit 3) Algorithm & PWS 5) Discuss. of answers

11:00 –

Small Group meeting

12:00 –

Class – 1 Topic

13:00 –

L U N C H

14:00 –

Normal Cell Struct Class –Cell 3 Topics Normal Growth Gametogenesis

16:00 – 17:00 – 18:00 –

Class is conducted in the same manner as the prior class

4) Group Quiz

10:00 –

15:00 –

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

a) Additional important value: More than one instructor is present simultaneously Better integration (and discussion) of the answers to the questions posed NB: It should be something highly desirable and actively sought to have more instructors involved simultaneously

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 –

Day 1 - Monday 1) Individual Quiz 2) CP – Well visit 3) Algorithm & PWS 4) Group Quiz

10:00 –

5) Discuss. of answers

11:00 –

Small Group meeting

12:00 –

Class – 1 Topic

13:00 –

L U N C H

14:00 – Class – 3 Topics

15:00 – 16:00 – 17:00 – 18:00 –

Small Group meeting

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

distribute individual tasks to search for additional information, citing:  Source of information  Reliability of information

b)

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

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 –

Day 2 - Tuesday 1) Individual Quiz 2) Group Quiz 3) Discuss. of answers

Intro to Immunity Class – 2 Topics Mechanisms of Immunity

11:00 – 12:00 –

Prot Struct & Funct Class – 2 Topics Intro to Cell Comm

13:00 –

L U N C H

14:00 –

Introduction to Class – 1 Topic Microbiology

15:00 – 16:00 – 17:00 – 18:00 –

Small Group meeting

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 –

Day 3 - Wednesday 1) Individual Quiz 2) Group Quiz 3) Discuss. of answers

10:00 –

Comm. Classof – 1Immune Topic System Cells

11:00 –

Introduction to Class – 1 Topic Pharmacokinetics

12:00 –

Intro to Pathologic Class – 1 Topic Processes 1&2

13:00 –

L U N C H

14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Path (cont) Scientific Session Small Group meeting

“ACTIVE LEARNING“ Curriculum 8:00 –

Day 4 - Thursday Clinical Cases Group Presentations

9:00 – 10:00 – 11:00 – 12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

(handout of Friday’s WC Examples)

Medical Skills Group A

Self/Group Study Period Groups B&C

L U N C H

Medical Skills Group B

Medical Skills Group C

Self/Group Study Period

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:

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

Groups A&C Self/Group Study Period Groups A&B

* group leader changes with each Clinical case Presentation

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 –

Day 5 - Friday Worked Case Exampl (Completion of work) WC Examples

10:00 – 11:00 – 12:00 –

Group Presentations 1) 2) 3) 4) 5)

Individual Quiz CP- Genetic Couns Algorithm & PWS Group Quiz Discuss. of answers

13:00 –

L U N C H

14:00 –

Self/Group Study Period

15:00 –

Class – 1 Topic Risk Assessment

16:00 –

Self/Group Study Period

17:00 – 18:00 –

“ACTIVE LEARNING“ Curriculum 8:00 –

9:00 – 10:00 – 11:00 –

Monday 1) Individual Quiz 2) CP – Well visit 3) Algorithm & PWS 4) Group Quiz 5) Discuss. of answers

Tuesday

Wednesday

Thursday

Friday

1) Individual Quiz 2) Group Quiz 3) Discuss. of answers

1) Individual Quiz 2) Group Quiz 3) Discuss. of answers

Clinical Cases Group Presentations

Worked Case Exampl (Completion of work)

Intro to Immunity Classof– 2 Topics Mech Immunity

Comm. Classof – 1Immune Topic System Cells

Small Group meeting

12:00 –

Intro to Human Body

Prot Struct & Funct Class – 2 Topics Intro to Cell Comm

13:00 –

L U N C H

L U N C H

Norm Cell Structure Norm Cell Growth Gametogenesis

16:00 – Small Group meeting

17:00 – 18:00 –

Intro to Pathologic Class – 1 Topic Processes 1&2 L U N C H Path (cont)

14:00 – 15:00 –

Introduction to Class – 1 Topic Pharmacokinetics

Intro Classto– Microbiol 1 Topic

Small Group meeting

Scientific Session Small Group meeting

(handout of Friday’s WC Examples)

WC Examples Group Presentations

Medical Skills Group A

Self/Group Study Period Groups B&C

L U N C H

Medical Skills Group B

Medical Skills Group C

1) 2) 3) 4) 5)

Individual Quiz CP- Genetic Couns Algorithm & PWS Group Quiz Discuss. of answers

L U N C H

Self/Group Study Period

Self/Group Study Period

Groups A&C

Class – 1 Topic Risk Assessment

Self/Group Study Period

Self/Group Study Period

Groups A&B

WEEK: 2 – 3 Monday

“ACTIVE LEARNING“ Curriculum Tuesday

Wednesday

Thursday

Friday

8:00 – 9:00 – 10:00 – Masters Colloquium (every 2 weeks)

11:00 –

Group A

12:00 – 13:00 –

L U N C H

L U N C H

L U N C H

14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

Medical Skills

Group delivered Journal Club (every 3-4 weeks)

Groups B&C

L U N C H

Medical Skills (Scholarly Project)

Self/Group Study Period

Group B

Medical Skills Group C

Self/Group Study Period

Groups A&C Self/Group Study Period Groups A&B

L U N C H

WEEK: 2 – 3 Monday

“ACTIVE LEARNING“ Curriculum Tuesday

Wednesday

8:00 –

 Team reviews an article

9:00 –

Selected article corresponds to unit being covered

10:00 – Masters Colloquium (every 2 weeks)

11:00 – 12:00 – 13:00 –

L U N C H

L U N C H

L U N C H

14:00 – 15:00 – 16:00 –

1) Journal Club a) Teams of 5 students

(Scholarly Project) Group delivered Journal Club (every 3-4 weeks)

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

 Each student is given a section to present

Introduction Methods Results Discussion How this work relates to future and past research

17:00 –

Followed by general Discussion

18:00 –

Peer & Faculty assessment of

Orientation 8:00 –

Day 1 - Sunday

9:00 – Registration

10:00 – 11:00 –

Welcome (School Dignitaries)

Day 2 - Monday

Day 3 - Tuesday

Day 4 - Wednesday

Registration

Registration

Start of Clinical Skills

Financial Aid Overview

Introduction to Anatomy and Group Dynamics

Immuniz, Compliance & Med School

Curriculum at CNUCOM

The Student Handbook

Meeting the “Phase A” Faculty

13:00 –

L U N C H

L U N C H

L U N C H

14:00 –

Becoming a Physician

Learning Learning Technologies Technologies

15:00 –

Strategies for Success in Med Sc

12:00 –

16:00 – 17:00 – 18:00 –

Accompanied Tour of Facilities

Group Activity (Ice Breaking)

“Wine & Cheese” Get-together White Coat Ceremony Dean’s Welcome Stethoscope/White Coat Physicians’ Oath Intro to Masters

“Learning the Basic Skills of a Physician”

Introduction to Medical School – The Basic Skills of a Physician 8:00 –

9:00 – 10:00 – 11:00 –

Day 1 - Wednesday

Day 2 - Thursday

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

Medical Skills Written Present Comprehensive Hx SOAP notes Oral Presentation

Break

Break

HIPAA Training

12:00 – 13:00 – 14:00 – 15:00 – 16:00 – 17:00 – 18:00 –

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

Day 3 - Friday CP Presentation H&P Practice SOAP notes

Break CP Presentation (contd) H&P Practice SOAP notes

L U N C H

L U N C H

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

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

BLS Test

Break

Break

Break

Continue with PE (above)

BLS Test (contd)

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

BLS on-line (self study)

BLS on-line (self study)

Welcome to CNUCOM

L U N C H

Light Years Ahead in The Innovative Delivery of Medical Education

CONCLUSIONS

Health care has a cost

but good innovative “teaching” but good “teaching” is priceless

! A. Tenore