ELM Facilitating learning.pdf
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This document discusses facilitating learning in medicine. It begins by outlining the goals and guidelines for the session on facilitating learning, which is making learning as active as possible. It then defines facilitating learning as employing active learning techniques that require learners to construct and comprehend knowledge, such as think-pair-share activities. The document discusses challenges like keeping learners engaged and strategies for effective facilitation, such as knowing your topic, managing time, and summarizing. In the end, learners will understand the difference between teaching and facilitating and discuss strategies to actively engage learners.
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This document summarizes a webinar about building an online teaching toolkit for medical education. The webinar covered considering the benefits and challenges of online learning, reflecting on aspects of normal teaching practice that can be used remotely, and identifying gaps in one's online teaching toolkit. Attendees learned about tools for learner engagement, discussion, support, assessment, and practice development. The presenters discussed evolving one's toolkit through tools like discussion boards and video. Ensuring accessibility, managing synchronous sessions, and using virtual simulations were also covered. The webinar provided examples of online medical teaching and concluded by taking questions.
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- 1. ENHANCING LEARNING IN MEDICINE FACILITATING LEARNING We’ll kick off at 2.05pm
- 3. Play your part in making this as engaging as possible Keep your mic muted when not talking Use the chat box, and the ‘hand up’ function to contribute Keep to time WAYS OF WORKING
- 4. BY THE END OF THIS SESSION, YOU WILL BE ABLE TO: Consider the difference between ‘teaching’ and ‘facilitating’ Discuss strategies for making learning as active as possible
- 5. WHAT DOES IT MEAN TO FACILITATE LEARNING?
- 7. ‘Active learning describes a broad range of learning activities (e.g., flipped classroom, think-pair-share, turn and talk, bulleted breaks during lecture) that require a learner to “construct”, understand, and comprehend the knowledge derived from their educational experience “while simultaneously improving knowledge gain and recall abilities”’ Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teacher. 2007;29:38– 42.
- 9. THINK OF SOMEONE WHO’S FACILITATED YOUR LEARNING WELL – WHAT DID THEY DO?
- 10. ‘Increased content knowledge, critical thinking, problem-solving abilities, and positive attitudes towards learning have been noted when inquiry-based cooperative learning was compared to traditional lecture-based learning formats’ Anderson WL, Mitchell SM, Osgood MP. Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochem Mol Biol Educ. 2005;33:387–93.
- 11. WHAT ARE THE CHALLENGES ASSOCIATED WITH FACILITATING LEARNING?
- 13. Ingredients for facilitating learning 1. Know your audience and topic 2. Plan for effective use of time 3. Check your room (virtual or physical) and resources 4. ‘Set the scene’ 5. Kick things off 6. Have strategies at hand to make the most of group discussion 7. Summarise and signpost
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- 15. REFERENCES: Anderson WL, Mitchell SM, Osgood MP. Comparison of student performance in cooperative learning and traditional lecture- based biochemistry classes. Biochem Mol Biol Educ. 2005;33:387–93. Bucklin, B.A., Asdigian, N.L., Hawkins, J.L. et al. Making it stick: use of active learning strategies in continuing medical education. BMC Med Educ 21, 44 (2021). https://doi.org/10.1186/s12909-020- 02447-0