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Thoughts on Teaching Public Health and the Health Work Force
University of Medical SciencesThimphu
February 26, 2015
Objectives in Teaching
• Communicating ContentBUT ALSO
• Problem Solving• Leadership/Working in Teams• Becoming Change Agents• Communicating with Disparate Groups– Written– Oral
• Basis for Life Long Learning
A Shift in How We Teach• Moving Away from the Lecture
– Dates to Medieval Times– Modern Version—Death by PowerPoint– Still Valuable When Done Well
• Towards Active, Student Centered Learning– Clear Teaching Objectives– “Flipping the Classroom”– Interacting with the Class– Using the Case Method When Appropriate– Team-Based Problem Solving Projects– Individual Papers and Presentations– Students Reflect on What They Have Learned– Student Evaluations
Clear Teaching Objectives
• For the Course– State in the Syllabus– What Skills/Competencies will the Students Develop?– A “Road Map for Learning”
• For Individual Lectures or Class Sessions– Relate to Course Objectives and Previous Sessions
• Assessment Methodologies– How Do We Know the Students Have Developed the
Competency?– Don’t Just Rely on Exams
“Flipping the Classroom”• Lecture Content Before Class
– On-line Videos• Creative Use of U-tube
– Professional Journal Articles– Textbook Materials
• “Electronic Textbooks”• Hyperlinks to Examples and Sources• On Line Glossary of Key Terms
– Pre-Class Quizzes to Be Sure Students Do the Work • Electronic Learning Management Systems (Blackboard, etc)
– Links to Readings– Pre-class Quizzes– Submission of Assignments– Online Discussion Boards– Supplementary Materials
Interacting with the Class• Ask Students to Explain a Reading or Show a Problem Solution
• Interrogating a Student (Socratic method):– Non-threatening
• Allow time for response
– Challenge the Student to Support Statements– Build on what student may have misunderstood
• Encourage Questions from the Students “I don’t understand why it works this way”
• The Teachable Moment– Use Current Events or Student Inquiries to Make a Point– Recent Local Case of Hospital Acquired Infection– Ebola outbreak
• Epidemiology• Infection Control• Behavioral Health
Teaching with the Case Method• Works in many areas
– Epidemiology (case finding)– Differential Diagnosis– Monitoring and Evaluation– Management and Finance– Nursing Administration
• Write Your Own---Particularize to Bhutan– Don’t Just Tell a Story– Sequence Information and Force Students to Make Decisions
• Leading the Class Discussion– Don’t Tell the Students What the Case Proves– Get the Students to Make the Learning Points
• Should Students Prepare Individually or in Groups?
Team Based Problem Solving
• Set Each Group a Problem:– Design a Monitoring System– Develop a Health Education Program– Analyze this Data Base– Prepare a Budget– Decide Which Drugs to Add to an Essential Medicines List– How to Supervise/Motivate/Discipline a Difficult Employee
• Students must:– Divide up the Work– Collect the Evidence (literature, maybe field data)– Develop Conclusions– Prepare the Product
• Structure as a Consulting Assignment in Support of Existing Health Professionals?– Would MOH provide “Clients”?
Team Based Problem Solving (2)
• This is the Essence of Active, Student Centered Learning
BUT• What About the Student Who Does Not Pull His
Weight:– Rely on Peer Pressure?
• Hard to Assess if Individual Students Have Developed the Competence– Even if the Result is Good
Individual Papers and Presentations
• Example: The Classic Clinical Case Presentation• Develops:
– Ability to Acquire and Use Information– Communication Skills
• Of Little Value without Feedback– Don’t Just Give a Grade– Comment:
• Substance---Strength of Evidence and Argument• Written---Structure, Organization, Clarity• Oral---Emphasis, Speaking style
– Draft and Final for Some Assignments– Labor Intensive for the Teacher
Students Reflect on What They Have Learned
• Journals?• Weekly Comments on Readings---What did you
Learn from Article X or Y?• Encourage Students to Admit When They Are
Confused:– Diagnose Misunderstandings– Try to Understand Why the Student does not
Understand– Develop New Examples or Alter Readings and Lecture
Examples
Student Evaluations
• Not Just a Popularity Contest– Sometimes, a Painful Part of Teaching– Rankings Less Important than Comments
• What Worked for the Students, What Did Not:– Readings and Materials– Exercises and Papers– Guest Lectures– Did Course Develop Skills as Promised?
• Use this Feedback to Improve the Next Offering
Teaching the Teachers to Teach (T5)
• Program for New Public Health Faculty in India• Program Objectives
– Strengthen Curriculum– Broaden Teaching Perspective and Techniques– Develop Faculty Leadership– Strengthen Institution
• Techniques (with Guidance)– New Faculty Prepare Curriculum Modules– Peer Review of Practice Teaching
• Peer Review an Underused Technique• Students are Harder on Teaching Quality than Peers
– Action Plan to Improve Learning Environment
Conclusion
With active, student centered learning we can:
• IMPROVE STUDENT COMPETENCE
• PREPARE THEM FOR PRACTICE
• MAKE OUR COURSES MORE ENGAGING