Active learning for Residency Teaching
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The document discusses active learning strategies for residency training, highlighting three optimal times to engage residents: at the start of the day, during short-burst teaching sessions (15 minutes or less), and at the end of the day. It provides specific techniques and questions to foster learning, memory retention, and effective feedback. Key takeaways include the importance of preparation, anticipating questions, and incorporating feedback for continuous improvement.
Active learning for Residency Teaching
- 1. Active Learning 3 optimal times to actively engage residents to foster learning, memory retention
- 2. This presentation covers: Definition 3 specific easy strategies for short-burst residency teaching: 1. Starting the day 2. Short-burst teaching (15 mins or less) 3. Closing the day Tips on what to do, what to avoid Being successful in your teaching
- 3. Definition ‘anything that involves students in doing things and thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)
- 4. Active learning: Residency Options
- 5. 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
- 6. 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?
- 7. 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?
- 8. Why does it work? Human attention span Primacy effect Recency effect Rule of 7 Repetition consolidate memory
- 9. 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
- 10. Take-home messages 3 times in the day to engage the resident: 1. Start of the day 2. Short-burst teaching sessions (< 15 mins) 3. Closing the day Prepare, anticipate, practice! Start small & get feedback
- 11. Thank you! Janet Corral Janet.corral@ucdenver.edu For just-in-time faculty development on Active Learning: Academy of Medical Educators Som.academy@ucdenver.edu