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Active Learning3 optimal times to actively engage residents to foster learning, memory retention
This presentation covers: Definition
3 specific easy strategies for short-burst residency teaching:1. Starting the day2. Short-burst teaching (15 mins or less)3. Closing the day
Tips on what to do, what to avoid
Being successful in your teaching
Definition
‘anything that involves students in doing things
and
thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)
Active learning: Residency Options
Active learning: Starting a Day
A few ways to engage a resident at the start of the day:
Who are the patients we are seeing today?
Given the patients we’re seeing, what are your learning goals?
Given the patients we’re seeing, where do you want my assistance or feedback today?
Ask an overarching reflective question This question should reflect a key ‘message’ or element of being a
practitioner or concept, not specific factual knowledge
Active learning: 15 min teaching
Some suggestions for the short (< 15 mins) we sometimes have to teach residents in:
Flip cards, flash cards Pattern recognition (e.g. Derm, Radiology, Pathology) Matching (e.g. dose to pt condition; in peds, pt weight/age)
Case Typical presentation of issue/diagnosis Atypical presentation & contrast with typical Rare presentation contrasted with typical, atypical presentations
Recap learning goals vs patients seen. How are you/we doing so far today? What should we adjust?
Active learning: Closing the Day
Make use of the opportunity to consolidate the resident’s memory in the final minutes of the day:
Ask “What are 3 things you learned today?”
Ask-Tell-Ask Ask: How do you think you did today? Tell: Attending gives feedback related to what resident said in first ‘ask’ Ask: Attending asks “What did you hear from my feedback? What do you
want to work on tomorrow (next time)?”
Recap patients seen and compare to today’s learning goals. How did we do at meeting each others’ learning and feedback needs?
Why does it work? Human attention span
Primacy effect
Recency effect
Rule of 7
Repetition consolidate memory
How to be successful
Pick a topic you have taught many times before Anticipate resident questions, areas of difficulty Prepare learners for the ‘new’ format Safety net: answer keys or ‘lists’; timers Add feedback questions on evaluation so you
know where to improve Ensure support from administration1
1Bonwell & Eison, 1991
Take-home messages 3 times in the day to engage the resident:
1. Start of the day2. Short-burst teaching sessions (< 15 mins)3. Closing the day
Prepare, anticipate, practice!
Start small & get feedback
Thank you!
Janet Corral
For just-in-time faculty development on Active Learning:
Academy of Medical Educators
