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Strategies for Education

and Learning

Hirotaka Onishi MD, MHPE

International Research Center for Medical Education

University of Tokyo

Strategies (Step 4)Terminologies

What is a lecture?

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How Much Will the Memory

be Retained?

National Training Laboratories, Bethel, Maine, USA

5%

10%

20%

30%

50%

75%

80%

Lecture

Reading

AV Materials

Demonstration

Group Discussion

Practical Experiences

Teach Someone Else

Cone of Experience

(Dale, 1946)

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Not cone

of learning!

Verbal

symbols

Terminologies

Educational/learning strategy

Method of learning/teaching

Content of learning/teaching

Sometimes difficult to divide method and

content

Lecture

Oral discourse on a given subject in front

of an audience for purposes of instruction

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Balanced Performance

Overall Performance

Problem Solving Attitude

Recall Level Knowledge

Skill

Reading

Strengths

Low cost

Easy to cover broad areas

Less preparatory time for faculty

Weaknesses

Passive learning

Difficult to continue if motivation is low

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Lecture

Strengths

Low cost

High learner-teacher ratio is possible

Systematic presentation of complex issues

Weaknesses

Passive learning

Teacher-centered

Quality depends on a speaker or AV

material

10

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PBL (problem-based learning)

Strengths

Combines small-group learning, case-

based learning and self-directed learning

Easy to motivate with real context

Weaknesses

Low efficiency if self-directed learning is

insufficient

Resource intensive in faculty number

Difficult for good scenario writing

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Learning Project

Strengths

Active learning

Facilitates self-directed learning

Effective even for problem-solving

Weaknesses

Requires motivation

Needs access to information source or

such an ability

Requires a tutor

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Role-modeling

Strengths

Faculty can play this role

Deep and potential influence

Weaknesses

Few effective role-models

Difficult to evaluate intervention/outcome

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Group Discussion

Strengths

Active learning

Integration is possible for multiple areas

Promotes collaboration/team work

Effective even for problem-solving or

affective objectives

Weaknesses

Requires group facilitation skills for teachers

Success partly depends on group members

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Demonstration

Strengths

“Seeing is believing”

Possible high learner-teacher ratio

Weaknesses

Passive learning

Teacher-centered

Quality depends on the speaker/AV

materials

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Role-play

Strengths

Simulation for practical contents

Deals with multi-area/integrative objectives

Low cost

Weaknesses

Requires well-trained multiple facilitators

Requires fundamental knowledge/skills

and experiences

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Simulated patients

Strengths

Higher reality than role-play

Safe environment for skill training

Feedback is available for learners

Weaknesses

High cost

Requires an expert for development and

training/teaching

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Simulator

Strengths

Safe environment for skill training

Self-directed pace for a learner

Weaknesses

Only available for some contents

Some simulators are highly costly

Requires an administrator/trained facilitator

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Reflection with Playback

Strengths

Recording/videotaping became inexpensive

Feedback is available for the performance

Provides an opportunity for self-monitoring

Weaknesses

Requires a patient’s allowance

Requires a facilitator

Takes time for review/reflection

Recording/videotaping may distract practices

Clinical Experiences

Strengths

Use real settings

Promote learners’ responsibility/motivation

Facilitate various aspects of learning

Weaknesses

Requires faculty’s supervision/facilitation

Requires learners’ knowledge/skills

Reflection/follow-up is necessary

Necessary to monitor case mix

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Taxonomy and Recommended

Learning Strategies

Taxonomy Recommended Strategies

Knowledge Reading, Lecture

Problem-solving

PBL, Learning project, PBL

Attitude Role-model, Role-play, Discussion

Skills Demonstration, Simulated experiences, Reflection with playback

Behavior Clinical experiences

Meetings for Education

Forum

Symposium

Panel discussion

Conference

Workshop

Workshop

World cafe

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Theme for Discussion

Plan an educational course (3hrs x 5)

for communication skills for nursing

students in a developing country

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