Recommended
Recommended
More Related Content
What's hot
What's hot (19)
Similar to How to Create a Learning Environment that is Active, Challenging and Supportive
Similar to How to Create a Learning Environment that is Active, Challenging and Supportive (20)
More from TucsonMedicalCenter
More from TucsonMedicalCenter (20)
Recently uploaded
Recently uploaded (20)
How to Create a Learning Environment that is Active, Challenging and Supportive
- 2. Know Do Learning Objectives • The learning environment needs to be challenging, yet psychologically supportive. • Students need to be “actively” involved in providing patient care. • An “inkling” about the kind of learning experiences you provide. • Curious to see how you can capitalize on preceptor role modeling. • Create a challenging but supportive learning environment in your office. • Promote active learning by the student. • Capitalize on preceptor role modeling. Feel
- 3. How do you make learners feel comfortable in your practice environment?
- 4. Characteristics of a Supportive Learning Environment ① Openness and Honesty ② Mutually Trusting ③ Mutually Respectful ④ Supportive ⑤ Flexible Adapted from Westberg J, Jason H. Collaborative clinical teaching. New York: Springer Publishing, 1993:91-3.
- 5. Tips for Creating a Supportive Learning Environment ① Learn your trainees’ names. ② Ask your students what they think. ③ Spend informal/casual time with your learners. ④ Share personal information about yourself with your learners. Family Practice Faculty Development Center. Preceptor workshop materials. Waco, TX: Family Practice Faculty Development Center, 1998.
- 6. Tips for Creating a Supportive Learning Environment, cont. ⑤ Make eye contact and use an open posture when speaking. ⑥ If you can’t address your students’ questions when they are presented, make a verbal appointment and discuss later. ⑦ Recognize that trust and mutual respect build over time. Family Practice Faculty Development Center. Preceptor workshop materials. Waco, TX: Family Practice Faculty Development Center, 1998.
- 7. How do you involve students actively in your practice?
- 8. ① Clarify the ground rules, ensuring that each learner has some specific responsibilities. ② When in an exam room, invite a reluctant learner to actively participate. ③ Ask your learner to read about specific patients and topics and discuss what they learned the next day. ④ Ask learners to justify their questions. ⑤ Use a variety of open-ended questions. Suggestions for Making Learning “Active”
- 9. Observe how the preceptor assigns health education responsibilities to the student. ClinicalVignette PEP2 Clinical Vignette 11
- 10. Capitalize on Role Modeling Much of what we teach is communicated through modeling
- 11. Preceptor Role Modeling Depending on what you model, students may learn either the formal curriculum or the informal curriculum. INFORMAL CURRICULUM FORMAL CURRICULUM
- 12. Enhance Role Modeling Recognize what you are modeling. Call attention to what you are modeling. Label components of the model. Share the rationale behind your approach. Encourage discussion and practice. Acknowledge uncertainty and respect differences of opinion.
- 13. ClinicalVignette Demonstrating Physical Exam Skills
- 14. Summary ① Create a learning environment that challenges students and yet supports students in decision making, taking risks and learning. ② Assign students a well-defined role which involves early patient contact and increasing levels of responsibility, engaging them actively in the work of the practice. ③ Capitalize on preceptor role modeling.
- 15. Implement at least one of these ideas to create an active, challenging, and supportive learning environment in your practice.
- 16. What will you keep the same? What will you do more of? What will you do less of? What will you stop doing? What will you do differently & how will you do it? What will you add? LEARN – REFLECT - TEACH
Editor's Notes
- How do you create an environment that challenges and supports learning … providing psychological support necessary for making decisions, taking risks, and learning? 1. How do you find the balance between making the learning experience CHALLENGING and yet be SUPPORTIVE of their learning? What are some of the challenges that students might encounter working in your practice? What have you done/might do to provide additional psychological support to students?
- Openness and Honesty Learners are able to reveal their self-doubts and deficiencies . . . Teachers can be candid about themselves and share relevant personal experiences, even doubts and difficulties. They can also share their candid perceptions of the learner—in a constructive way. Mutually Trusting Mutual trust implies that both partners in a relationship can feel confident that whatever each reveals, or is revealed to them, will not be used in a way that can hurt the other person. If learners are to take the kinds of risks needed for significant learning . . . they must feel they can trust us. Mutually Respectful Teachers and learners must respect each other’s differences . . . The learner must respect the teacher as a credible, competent person who has something worthy to offer. In a mutually respectful relationship the teacher also sees the learner as someone from whom he or she can learn. Supportive Teachers are . . . expected to nurture the learner’s growth and to be available, when needed, in response to the learner’s discouragement, stress, or other difficulties. Flexible Effective teacher-learner relationships are flexible, not rigid. The teacher responds to the changing needs of the learner and to varying circumstances.
- Learn your students’ names and use them frequently. Ask your students what they think, rather than always sharing your impressions first. Spend informal/casual time with your students. Ask about their interests outside of medicine. To whatever extent you feel is appropriate, share personal information about yourself with your learners. This information can include career experiences, hobbies, family, or values.
- Tips cont. Make eye contact and use an open posture when students come to you with a question or concern. If you can’t address your students’ questions when they are presented, make a verbal appointment and discuss them later with the students. Recognize that trust and mutual respect build over time. Most learners have had painful experiences with teachers and may find it difficult to admit they don’t know something. For most learners in medicine, hiding deficiencies has become a key to survival. MAKE IT CLEAR TO YOUR STUDENTS THAT: You expect them to fulfill assigned responsibilities. You have high standards for their work.
- How do you involve students in the work of your practice? Are their roles well-defined? How do you help students perceive the multiple elements of complex tasks so that they can understand and perform them.? Do they have early patient contact? Do you give them increasing levels of responsibility? Are they actively involved?
- Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners. This diagram shows that ACTIVE learning involves Gathering data (INFORMATION), doing things/observing (EXPERIENCES), and REFLECTING on WHAT and HOW one is learning. Active learning is the reverse of passive learning….students are doing the acting. “Active learning has the student spending more time seeking information, while passive learning requires more time of the preceptor.” ACTIVE LEARNING examples: - medical students / trainees giving real patient care services - medical students / trainees reading independently about patients s/he sees - self-directed learning
- Clinical Vignette 11: Preceptor Helps Student Provide Health Education to a Patient (Active Learning) SCENARIO: Student has a patient that is requesting contraception instruction (birth control pills). Preceptor provides student with information on this topic and asks her to look it over and then provide patient education. Preceptor indicates that he will then join her in the exam room. Was this preceptor effective in involving the student actively? In what way?
- Have there been times when you were reluctant to ask students questions? Why? Have you ever had a teacher who modeled a message that was different from the principles they taught? Reflect on your own preceptor modeling … both good and bad… Example: My reaction to phone calls -This is an extremely important part of teaching. -”monkey see, monkey do” -Dare program and smoking -Trainees are bright, learn by picking up subtle cues from other teachers and emulate them LEARNERS SEE THEIR PRECEPTOR’S BEHAVIOR AS NORMATIVE.
- Depending on what you model, trainees may learn either the formal or informal curriculum. Formal curriculum: - Up-to-date intellectual and technical skills - Concern for patients - Excellent communication skills - Enthusiasm about practicing medicine Hidden curriculum: - Negative attitudes towards patients - Shortcuts and survival strategies - Cynicism The preceptor’s teaching task is to insure that what the trainee learns will contribute to the individual’s personal and professional growth, rather than consisting of the hidden curriculum or of unintended and accidental learning.
- Preceptors will need to consciously stop and think before performing various behaviors-especially since many have become routine for us! Remember, most students are learning by direct/active observation Here are some pointers to remember about preceptor role modeling …
- Clinical Vignette 12: Demonstration of a Physical Exam Skill (Active Learning) SCENARIO: Student is trying to find a pedal pulse but was having difficulty; preceptor makes a suggestion and demonstrates the technique. Student tries again and is successful finding the pulse. Guidelines for an Activated Demonstration: 1. Set up the demonstration. - Determine learner’s relevant knowledge. - Identify and communicate what the learner should learn from the observation. - Provide clear guidelines for what the learner should do during the observation. 2. Introduce learner to the patient. 3. Include the learner in discussions with and examination of patient. 4. Provide for a brief discussion of learning points after the observation. 5. Set an agenda for future learning. BEFORE viewing the vignette: 1. Observe how the preceptor demonstrates physical exam skills. 2. Would you do anything differently? Why? IDEAS to consider AFTER viewing vignette: Determine the student’s relevant knowledge Communicate what the student should learn from the observation Provide clear guidelines for what the student should do during the observation Introduce student to the patient Include the student in discussions/examination of the patient Leave time for a brief discussion of learning points after the observation Set an agenda for future learning