1. Effective Teaching Study with a Modified Flanders Interaction Analysis at LMU and TUM HAROLD C. LYON, JR. Guest Professor of Medical Education Ludwig Maximilians University and TUM Munich, Germany Module 3 Meeting January 15, 2009
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12. Organizing Teaching with the ROPES Matrix ROPES TELL SHOW DO Review Overview Present Exercise Summary
13.
14.
15. LMU-TU Flanders Study Design Lecture 1 Winter Semester Lecture 2 Summer Semester FIA 1 FIA 2 Feedback Critique Experimental Group: Lecture 1 Winter Semester Lecture 2 Summer Semester Control Group: FIA 1 FIA 2
20. Findings Significant improvment in Teacher Talk - FIA 1: EG: 80,90 (12,27); CG: 76,73 (9,86) – FIA 2: EG: 68,00 (5,60); CG: 79,09 (11,80) Significant improvment in Student Talk - FIA 1: EG: 18,10 (11,72); CG: 19,64 (9,16) – FIA 2: EG: 30,10 (6,08); CG: 19,45 (12,15)
21. Findings Improvment of ROPES - FIA 1: EG: 5,60 (2,12); CG: 5,00 (2,24) – FIA 2: EG: 7,90 (1,37); CG: 6,45 (2,91) Significant improvment of Empathy - FIA 1: EG: 2,76 (0,87); CG: 2,85 (1,05) – FIA 2: EG: 4,15 (0,43); CG: 2,78 (1,19 )
22.
23.
24.
25.
26.
27.
28.
29. Research Evidence on the Value of Mentoring White House Task Force on Gifted & Talented: most effective intervention for education of gifted person = mentorship -- a one to one human relationship with a person who possessed nurturing traits: empathy, prizing, genuiness.
52. What are we teaching when we teach diagnosis? The issue is still being debated among researchers on what goes on when a skilled clinician diagnoses a patient. Experience is key. But what kind? Is it more process oriented (applying hypothetical deductive reasoning or problem- solving skills)? Or is it more content oriented (learning pattern recognition)? Or is it a combination of both? We think both & E-Learning can enable both.