General basics of Medical Education. Whole presentation was not used. But being uploaded to facilitate your targeted audience.

1. Learning
Dr Usman Amin Hotiana
Assistant Professor
King Edward Medical University/Mayo Hospital

2. ‘We all want students who have high expectations of
themselves as learners; students who feel confident about
their capacity to learn, who set high goals for their
learning, and who work for themselves to construct
enjoyable, challenging learning pathways to their futures’
(Absolum, 2006)
What do we want for our students?

3. We are Individuals
Learning is a process,
not a thing that can be
seen. It is individual
and personal.

4. Do all students learn the same way?
A) Yes, all learn the same way
B) Most learn in a similar manner
C) No, most learn in a different manner
D) Unsure/I do not know

5. Classical View of Learning Styles
• Auditory
• learn best through verbal lectures, discussions,
talking things through and listening to what others
have to say
• Visual
• tend to prefer sitting at the front of the classroom
to avoid visual obstructions and respond best to
graphics
• Kinesthetic
• learn best through a hands-on approach, actively
exploring the physical world around them

6. Updated View of Learning Styles
• iPod/iPad
• Listen to music while studying or writing a paper
• YouTube
• Watch humorous videos or music videos while
studying
• Facebook
• Stays connected with the gossip and this
weekend’s party pictures

7. What do I mean?
• Acollege student 20 years ago (most of you!)
does not use nor respond to the same
studying and teaching methods as you did!

8. Then vs Now

9. Then vsNow

10. Then vs Now

11. Then vsNow

12. Then vs Now

13. Then vsNow
• http://www.youtube.com/watch?v=aLwaPP9cxT4

14. A few more cool things…

15. A few more cool things…

16. A few more cool things…

17. How to Tweak Your Approach
"Involving students in discussion fosters retention of
information, application of knowledge to new situations,
and development of higher-order thinking skills”
-Higher Education Journal

18. Yet 70 to 90 percent of
professors use the
traditional lecture as
their primary
instructional strategy!!!

19. Characteristics of Adult Learners
• How are adult learners different than children?
• What do they want?
• What do they need?

20. Characteristic #1
• The adult learner is primarily independent/self-directed in what
he/she learns.
• Implication: support identity through introductions, use discussion,
let them answer the questions, provide take aways/handouts for
subsequent learning.

21. Characteristic #2
• The adult learner has considerable experience to draw upon.
• Implication: opportunity for sharing experiences, small group
discussion, build on past positive experiences.

22. Characteristic #3
• The adult learner is most apt to be interested in topics that relate to
the his/her stage of life.
• Implication: different ages may have different interests and concerns,
as do individuals. Get feedback across the group. Those in transition
are often more ready to learn.

23. Characteristic #4
• The adult learner is most interested in information and ideas that
solve problems that they presently face.
• Implication: use problem focused presentations vs information
focused, use the learners’ own problems.

24. Characteristic #5
• The adult learner is most interested in information that can be
applied immediately.
• Implication: Focus on immediately usable ideas, ask learners to think
of how they will apply their learnings.

25. Characteristic #6
• The adult learner is motivated from within him/herself.
• Implication: Rewards aren’t always useful. Find out what the learner
values. Respond to those values. (Remember the Affective Domain!)

26. Thank you , Any questions

27. Auditory Learners
• Prefer to pay attention instead of taking copious
notes
• Encourage tape recording
• Use AV equipment in rooms to self record and
create a podcast
• Appreciate being able to hear lecture clearly
• Mic yourself if in a large lecture hall
• Enjoy audience polling
• Ask the audience questions at end of class out
loud with students responding
• Post questions so they can listen and not write!

28. Visual Learners
• The visual learners like to have a general idea about
what they want to learn before they get the details
• Write a lecture outline on the board so they can
organize their thoughts
• Tend to underline using different colors
• On your board work/ power point use different
colors to emphasize key things
• Prefer to recall the pictures that they studied when
preparing for the exam
• DRAW! And use figures and videos

29. Kinesthetic Learners
• Like to touch what they want to learn
• Bring props whenever possible!
• Technology that can help the kinesthetic
students in learning is technology that allows
them to manipulate tools in the classroom
• Interactive websites
• Enjoy teacher interaction
• Step our from behind the podium and join your
audience!
• Ask for students to come to board and solve
problems

30. iPod/iPad Style
• The iPod/iPad style can support the three learning
styles.
• Allows the kinesthetic learners to touch the screen
• Allows the auditory students to listen to audio files
• Allows visual students to see and download pictures

31. YouTube Style
• Can help auditory students by allowing them to hear
other voices during the class
• Allows kinesthetic students to manipulate tools in the
class(watch video on their PC or handheld device)
• Can help visual students by allowing for pictures and
other visual aides to be used on the screen
*Create YouTube video watching mini assignments

32. Facebook Style
• Create a Facebook fan page for your class
• Post practice questions before a test there
• Allows for discussion to occur underneath a post
• Allows you to send notifications to students
• They will check this more often!

33. Discussion

34. Brainstorm Activity
Write down ways that your professors taught
you
Effective methods
Ineffective methods

35. What is Active Learning?
Time of class (min)
10 20 30 40 60
%Retained
50
100
50
0
lecture
active learning
From: McKeachie, Teaching tips: Strategies, research and theory for
for college and university teachers, Houghton-Mifflin (1998)

36. What is Active Learning?

38. What is Active Learning?
Time of class (min)
10 20 30 40 60
%Retained
50
100
50
0
lecture
active learning
From: McKeachie, Teaching tips: Strategies, research and theory for
for college and university teachers, Houghton-Mifflin (1998)

39. What is Active Learning?

40. What is Active Learning?
students solve problems, answer questions, formulate
questions of their own, discuss, explain, debate, or
brainstorm during class
Active Learning
Problem-Based
Learning
Cooperative
Learning
Learn By Doing
Inquiry-based
learning

41. What is the purpose?
• Increase student participation
• Increase student engagement
• Increase student retention
• More student ownership in course
• Less lecturing by instructor
• More exciting classroom experience
• Higher level thinking

42. Improving Lectures
• Plan objectives
• Include graphics, charts, graphs, etc
• Plan what you want to annotate
• Learn students’ names
• Cue important points
• Give short activities
• Give students time to generate questions
• Have students summarize major points

43. Active Techniques
• Think-pair-share (pair-share)
• Role playing, simulations
• Muddiest point/clearest point
• Group quizzing
• Generate lists
• Cooperative learning
• Minute papers and writing assignments
• PBL and case studies
• Concept maps

45. Suggestions
• Describe to the students what is happening and why
• State expectations
• Incorporate assessments with activities
• Start off simple (low risk)
• Ask questions, walk around classroom, be attentive to student
questions
• Have students rely on each other

46. da Vinci and the Renaissance
Embodies essence of the
Renaissance
‘Rebirth’ of learning
Thinking outside the box
Ideas
Discovery
Experiment
Change is good

47. Brainstorm Activity
Write down ways that your professors taught
you
Effective methods
Ineffective methods

48. Brainstorm Activity II
What are some ways you learn best now as a
scientist?

49. What is Active Learning?
students solve problems, answer questions, formulate
questions of their own, discuss, explain, debate, or
brainstorm during class
Active Learning
Problem-Based
Learning
Cooperative
Learning
Learn By Doing
Inquiry-based
learning

50. What is the purpose?
• Increase student participation
• Increase student engagement
• Increase student retention
• More student ownership in course
• Less lecturing by instructor
• More exciting classroom experience
• Higher level thinking

51. Improving Lectures
• Plan objectives
• Include graphics, charts, graphs, etc
• Plan what you want to annotate
• Learn students’ names
• Cue important points
• Give short activities
• Give students time to generate questions
• Have students summarize major points

52. Active Techniques
• Think-pair-share (pair-share)
• Role playing, simulations
• Muddiest point/clearest point
• Group quizzing
• Generate lists
• Cooperative learning
• Minute papers and writing assignments
• PBL and case studies
• Concept maps

53. Concerns & Issues
What are your concerns
about using active learning
activities & techniques?

54. Suggestions
• Describe to the students what is happening and why
• State expectations
• Incorporate assessments with activities
• Start off simple (low risk)
• Ask questions, walk around classroom, be attentive to student
questions
• Have students rely on each other