handout small group teaching - soe2017 - european...
TRANSCRIPT
C14
Small Group Teaching
11 June, 2017
16:15 – 17:45
Room 118/119
HAND-OUTS
5/4/17
1
Workshop:SmallGroupTeaching(SGT)
KarlGolnik,MD,MedEduardoMayorga,MDGabrielaPalis,MD
FinancialDisclosure
• Wehavenofinancialinterestsorrelationshipsto
disclose.
Objectives• Listandapplystrategiesforteachingtosmall
groups
• Discusschallenges/difficulties.
Outline:SmallGroupTeaching
• Definition
• Learningoutcomes
• SGTtechniques
• Roleoftheteacher
• Challengesanddifficulties
• Problemindividuals
• ImplementingSGT
WhatisSmallGroupTeaching? WhatisSmallGroupTeaching?
• Studentsworktogether
• Interacting
• Toachievecommon
learninggoals
• Facilitator,orself-
directed
Harden&Laidlaw.Essentialskillsfora
medicalteacher,2012.
5/4/17
2
ActiveParticipation,Face-to-Face
SwanwickT.Understandingmedical
education,2010
ActiveParticipation,Face-to-Face
ActiveParticipation,Face-to-Face
SmallGroup Workshop
SwanwickT.Understanding
medicaleducation,2010
PurposefulActivity
• Listsignsandsymptomsofblepharitis.
Versus
• Howwouldyouexplainapatientthather
blepharitisisachroniccondition?
BullockIetal.PocketGuidetoTeaching
forClinicalInstructors,2015
Question
• What(general)learningoutcomeswould
youexpecttoachievewithSGT?
• (Whataresmallgroupsusefulfor?)
SGLearningOutcomes
• Developmentofsocial,interpersonaland
communicationskills
• Abilitytoworkinteams
• Abilitytoengageinproblemsolving,
criticalthinking,analysisofcomplexissues
Harden&Laidlaw.Essentialskills
foramedicalteacher,2012.
5/4/17
3
SGLearningOutcomes
• Fosteringofskillstocopewithuncertainty
• Innovativethinking,creativity,newideas
• Deeplearning
• Abilitytotakeresponsibilityfortheirown
learning
Harden&Laidlaw.Essentialskills
foramedicalteacher,2012.
TechniquesforSGT
Strategies
• One-to-onediscussion
• Buzzgroups
• Brainstorming
• Snowballing
• Role-playing
Formats
• Journalclub
• Tutorial/seminar
• Problem-based
learning
• Clinicalteaching
TechniquesforSGT:One-to-onediscussion
• “Icebreaker”
• Enhanceslisteningskills
• Everybodyparticipates!
Newble&Cannon.AHandbook
forMedicalTeachers,2001.
One-to-onediscussion:Exercise
• In1minute,pairandtell:
– Yourname
– Whereyouliveandwork
– Themostinterestingplaceyouevervisited
(andwhy)
• Yourpartnerwillreportbackaboutyou.
TechniquesforSGT:Buzzgroups
• Subgroupsof3-4
• Discussionforafew
minutes
• Eachgroupreport
back
Newble&Cannon.AHandbookfor
MedicalTeachers,2001.
WhenBuzzGroups?
• Reviewingpreviouslearning
• Reflectingback
• Transitionfromoneissuetoanother
• Linkingelements/concepts/ideas
• Connectinglifeexperiencewiththeory.
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Buzzgroups:Exercise
• Discuss:Youhavedecidedtoincludea
buzzgroupafterabrieflecture.Howcould
youmakepeoplediscussinsmallgroups
whenchairsarefixed?
TechniquesforSGT:Brainstorming
• Generateasmanyideasaspossible
• Withoutcriticizingorquestioningtheir
validity
• Thendiscuss
Newble&Cannon.AHandbookfor
MedicalTeachers,2001.
Exercise
• Whatarethemostcommonchallenges
smallgroupteachinghas?Makealist.
TechniquesforSGT:Snowballing
1. Discussinpairs
2. Joinwithanotherpair,contrastand
compare
3. Combinewithanothergroupof4
4. Plenary
Exercise
• Whatproblemscouldoccurduringasmall
groupsession?
TechniquesforSGT:Role-playing
• Enactmentofascenario
• Toexplorecommunicationissuesand
attitudes
• Videotape
Newble&Cannon.AHandbookfor
MedicalTeachers,2001.
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TheRoleoftheTeacher TheRoleoftheTeacher
• Chairperson
• Consultant
• Observer
• Devil’sadvocate
• CounselorHarden&Laidlaw.EssentialSkills
foraMedicalTeacher,2012.
ChallengesofSGT• Minilecturing
• Moreattentiontostudents’behavior,
personalities,difficulties
• Logistics
• Higherteacher-studentratio
• Feelingoflessefficient/effectiveuseoftime
Harden&Laidlaw.Essentialskills
foramedicalteacher,2012.
PROBLEMINDIVIDUALSINSGT
ProblemIndividualsinSGT:Thesocialloafer(free-rider)
ProblemIndividualsinSGT:Thesilentstudents
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AddressingNon-talkers• Givingeyecontact
• Turningtowardsthatperson
• Offeringanopenhand
• Asking‘Doesanyoneonthissideoftheroom
haveanyexperience?’
• Saying‘[name],youmusthavecomeacross
similarcasesattheER’BullockIetal.PocketGuideto
TeachingforClinicalInstructors,2015
ProblemIndividualsinSGT:Theknow-it-allstudents
AddressingMonopolizers
• Notgivingeyecontact
• Turningawayslightly
• Raisingahand
• Asking‘Whatdootherpeoplethink?’
• Saying‘Hangonasecond,[name]’
BullockIetal.PocketGuideto
TeachingforClinicalInstructors,2015
ProblemIndividualsinSGT:Dumbinsolentstudents
ProblemIndividualsinSGT:Theaggressivestudents
ImplementingSGT:Before
ü Decideexpectedlearningoutcomes
ü Decideapproachandtypesofactivities
ü Determinenumberofstudents
ü Arrangevenue
ü Plannecessaryresources
ü Decideonpreparatorywork–briefstudents
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ImplementingSGT:During
ü Groupmembersintroducethemselves
ü Reviewexpectedlearningoutcomesandactivities
ü Establishgroundrules,positiveatmosphere
ü Focusgroupontask
ü Encourageparticipation
ü Tackleproblems
ü Summarize
ExamplesofgroundrulesforSG
• Turnuppunctual
• Finishontime
• Donottalkovereachother
• Donotinterrupt
• Valueeachperson’s
contribution
• Respecteachother’sview
point
• Turnoffmobilephone
• Turnupprepared
• Joininthediscussion
• Keeppersonalissues
outside
• Maintainconfidentiality
withinthegroup
SwanwickT.Understanding
medicaleducation,2010
ImplementingSGT:After
ü Follow-upplans
ü Evaluate
– Experience
– Product
SmallGroupTeaching:Summary
TechniquesforSGT
Strategies
• One-to-onediscussion
• Buzzgroups
• Brainstorming
• Snowballing
• Role-playing
Formats
• Journalclub
• Tutorial/seminar
• Problem-based
learning
• Clinicalteaching
Thankyou!
• Pleasefillinourfeedbackform.