Wiki Page, OB/Gyn Residency - ACT: Module 1: Designing a Learning Encounter

Wiki Page
2016-07-06T10:05:00-06:00

Learning Objectives:

Through course activities, readings, discussions, and assigned project learners will be able to:

Examine commonly used models for clinical teaching.

Construct the elements that occur before, during and after a learning encounter.

Design a learning encounter by implementing the appropriate teaching strategies at the appropriate time. (Choose your own adventure activity)

This is Important Because…

Clinical teaching can often be reactive and rushed leading to less than optimal educational encounters for medical students. Using best practices that have been identified by other Clinical Educators, faculty can confidently design and develop a learning encounter. This module is based on six articles from medical educators on clinical teaching. The module breaks down the learning encounter into three steps: before, during and after the learning encounter. Throughout the module residents will learn and practice different actions that should be taken by the educator during each step of the learning encounter. Residents are also provided with specific tips and examples from the literature.

Some of the benefits of designing a learning encounter include:

Increasing Learning Opportunities – Clinical educators and students are always short on time, which can make meaningful learning experiences and feedback difficult to provide. Residents that are trained in how to design a learning encounter will be able to recognize a learning opportunity when they see it whether it is before, during or after the learning encounter. Equipped with the appropriate actions clinical educators can take at each point throughout the learning encounter guarantees that a learning opportunity won’t be lost.

Establishing Clear Expectations – Understanding learning as a process will help residents see the importance of setting and maintaining expectations throughout the learning encounter. Implementing the actions for each step will reinforce the learning expectations that were established at the beginning and will set the learner up for success.

Promotes Deep Learning – Designing a learning encounter goes beyond memorization since the different steps advance the learner to competence in their learning goals and challenge them to extend their current knowledge.

How this Module Connects to the Other Modules:

This module will provide clinical educators with the tools to structure a learning encounter. An on-the-fly learning encounter could lead to a lot of assumptions on the part of the learner or educator on the content that has been covered. Intentionally structuring and designing a learning encounter will ensure that the goals of both the learner and educator are met.

Understanding how to structure a learning encounter will allow educators to be more successful in providing effective feedback (Module 2) and teaching clinical reasoning skills to their learners (Module 3).

Designing a Learning Encounter Module

Direct any technical questions or concerns to the program manager, Monica.Bailey@ucf.edu.

Click the image below to enter the Designing a Learning Encounter module. You will be brought to another page in the course.

Supplemental Videos

The following videos present the concepts that are made in this module in a different way. The videos are from the field of education and present the critical elements of designing a learning encounter (i.e. lesson planning). The videos are meant to provide you with other insight and useful tools for designing a learning encounter.

https://www.youtube.com/watch?v=HPPkwfLbzkM

The 5 minute lesson plan

https://www.youtube.com/watch?v=DkTauEKg2bo

Lesson planning

Resources for Designing a Learning Encounter

The module highlights different aspects of the following articles. Read the articles for further information on how to successfully design a learning encounter.

Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., … Elnicki, D. M. (2013). The Art of Bedside Rounds: A Multi-Center Qualitative Study of Strategies Used by Experienced Bedside Teachers. Journal of General Internal Medicine, 28(3), 412–420. doi:10.1007/s11606-012-2259-2

Irby, D. M. and Wilkerson L. (16 February 2008). Teaching when time is limited. BMJ, 336, 384-387. doi:10.1136/bmj.39456.727199.AD

Lake, F. R. and Ryan, G. (2004). Teaching on the run tips 2: educational guides for teaching in a clinical setting. The Medical Journal of Australia, 180(10), 527-528. Retrieved from https://www.mja.com.au/journal/2004/180/10/teaching-run-tips-2-educational-guides-teaching-clinical-setting

Lake, F. R. and Ryan, G. (2004). Teaching on the run tips 3: planning a teaching episode. The Medical Journal of Australia, 180(12), 643-644. Retrieved from https://www.mja.com.au/journal/2004/180/12/teaching-run-tips-3-planning-teaching-episode

Stickrath, C., Aagaard, E., and Anderson, M. (March 2013). MiPLAN: A Learner-Centered Model for Bedside Teaching in Today’s Academic Medical Centers. Academic Medicine, 88(3), 322-327. doi: 10.1097/ACM.0b013e318280d8f7

Usatine, R. P., Nguyen, K., Randall, J., and Irby, D. (September 1997). Four exemplary preceptors' strategies for efficient teaching in managed care settings. Academic Medicine, 72(9), 766-769. Retrieved from http://www2.paeaonline.org/index.php?ht=a/GetDocumentAction/id/110013

*There are several resources and models that are used in clinical education. If you are familiar with resources that are not listed above please share them on the resources discussion board and I will add it for future residents.

Assignments

1. Readings:

Module 1 and associated articles

2. Practice and Application

Module activities must be completed by Wednesday July 20, 2016.

Complete module:

Simulated Activity: In the simulated activity you will be prompted with different actions to take, using the steps and actions to design a learning encounter choose the best option. You will need to score an 80% on the scenario in order to complete the module. The simulation can be repeated until you have reached your desired score.

Self-assessment: Reflect on how well you designed a learning encounter. Did you address all the steps in an appropriate order? Click to see how you did and compare it to your self-assessment. You can review each of the decision points before repeating the simulation or completing the module.

Complete Feedback Form: Provide us with programmatic feedback to improve the module activities and scenarios.

The simulated activity and self-assessment are not graded however they will need to be completed along with the feedback form in order to receive a certificate of completion.