This document discusses various strategies for education and learning. It begins by explaining how much memory is typically retained from different teaching methods based on research. It then discusses key terminology used in education strategies. The bulk of the document provides summaries of the strengths and weaknesses of different specific strategies, including lecture, reading, problem-based learning, learning projects, role-modeling, group discussion, demonstration, role-play, simulated patients, simulators, reflection with playback, and clinical experiences. It concludes by matching different taxonomies of learning objectives with recommended strategies and briefly discussing different types of meetings for education.

1. 1
Strategies for Education
and Learning
Hirotaka Onishi MD, MHPE
International Research Center for Medical Education
University of Tokyo

2. Strategies (Step 4)
Terminologies
 What is a lecture?
2

3. How Much Will the Memory
be Retained?
National Training Laboratories, Bethel, Maine, USA
5%
10%
20%
30%
50%
75%
80%
Lecture
Reading
AV Materials
Demonstration
Group Discussion
Practical Experiences
Teach Someone Else

4. Cone of Experience
(Dale, 1946)
4
Not cone
of learning!
Verbal
symbols

5. Terminologies
 Educational/learning strategy
 Method of learning/teaching
 Content of learning/teaching
 Sometimes difficult to divide method and
content
 Lecture
 Oral discourse on a given subject in front
of an audience for purposes of instruction
5

6. Balanced Performance
Overall Performance
Problem
Solving Attitude
Recall Level
Knowledge
Skill

7. Reading
 Strengths
 Low cost
 Easy to cover broad areas
 Less preparatory time for faculty
 Weaknesses
 Passive learning
 Difficult to continue if motivation is low

8. 8

9. Lecture
 Strengths
 Low cost
 High learner-teacher ratio is possible
 Systematic presentation of complex issues
 Weaknesses
 Passive learning
 Teacher-centered
 Quality depends on a speaker or AV
material

10. 10

11. 11

12. PBL (problem-based learning)
 Strengths
 Combines small-group learning, case-
based learning and self-directed learning
 Easy to motivate with real context
 Weaknesses
 Low efficiency if self-directed learning is
insufficient
 Resource intensive in faculty number
 Difficult for good scenario writing

13. 13

14. Learning Project
 Strengths
 Active learning
 Facilitates self-directed learning
 Effective even for problem-solving
 Weaknesses
 Requires motivation
 Needs access to information source or
such an ability
 Requires a tutor

15. 15

16. Role-modeling
 Strengths
 Faculty can play this role
 Deep and potential influence
 Weaknesses
 Few effective role-models
 Difficult to evaluate intervention/outcome

17. 17

18. Group Discussion
 Strengths
 Active learning
 Integration is possible for multiple areas
 Promotes collaboration/team work
 Effective even for problem-solving or
affective objectives
 Weaknesses
 Requires group facilitation skills for teachers
 Success partly depends on group members

19. 19

20. Demonstration
 Strengths
 “Seeing is believing”
 Possible high learner-teacher ratio
 Weaknesses
 Passive learning
 Teacher-centered
 Quality depends on the speaker/AV
materials

21. 21

22. Role-play
 Strengths
 Simulation for practical contents
 Deals with multi-area/integrative objectives
 Low cost
 Weaknesses
 Requires well-trained multiple facilitators
 Requires fundamental knowledge/skills
and experiences

23. 23

24. Simulated patients
 Strengths
 Higher reality than role-play
 Safe environment for skill training
 Feedback is available for learners
 Weaknesses
 High cost
 Requires an expert for development and
training/teaching

25. 25

26. Simulator
 Strengths
 Safe environment for skill training
 Self-directed pace for a learner
 Weaknesses
 Only available for some contents
 Some simulators are highly costly
 Requires an administrator/trained facilitator

27. 27

28. Reflection with Playback
 Strengths
 Recording/videotaping became inexpensive
 Feedback is available for the performance
 Provides an opportunity for self-monitoring
 Weaknesses
 Requires a patient’s allowance
 Requires a facilitator
 Takes time for review/reflection
 Recording/videotaping may distract practices

29. Clinical Experiences
 Strengths
 Use real settings
 Promote learners’ responsibility/motivation
 Facilitate various aspects of learning
 Weaknesses
 Requires faculty’s supervision/facilitation
 Requires learners’ knowledge/skills
 Reflection/follow-up is necessary
 Necessary to monitor case mix

30. 30

31. 31

32. 32

33. Taxonomy and Recommended
Learning Strategies
Taxonomy Recommended Strategies
Knowledge Reading, Lecture
Problem-
solving
PBL, Learning project, PBL
Attitude Role-model, Role-play, Discussion
Skills Demonstration, Simulated experiences,
Reflection with playback
Behavior Clinical experiences

34. Meetings for Education
 Forum
 Symposium
 Panel discussion
 Conference
 Workshop
 Workshop
 World cafe
34

35. Theme for Discussion
 Plan an educational course (3hrs x 5)
for communication skills for nursing
students in a developing country
35