Low Tech, Low Stress Strategies to Promote Active Learning
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Low Tech, Low Stress Strategies to Promote Active Learning UAB Reynolds Program Caroline Harada, MD Kellie Flood, MD Angela Rothrock, PhD October 25, 2010
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Low Tech, Low Stress Strategies to Promote Active Learning. UAB Reynolds Program Caroline Harada, MD Kellie Flood, MD Angela Rothrock , PhD October 25, 2010. Teaching opportunities often don’t come at ideal times. - PowerPoint PPT Presentation
Transcript of Low Tech, Low Stress Strategies to Promote Active Learning
Low Tech, Low StressStrategies to PromoteActive Learning
UAB Reynolds ProgramCaroline Harada, MDKellie Flood, MDAngela Rothrock, PhD
October 25, 2010
Teaching opportunities often don’t come at ideal times
• The residency program director just asked you to to teach noon conference 2 weeks from now. You are on service all month, and have a sick child at home, but opportunities to teach geriatrics to the whole residency program don’t come along that often…
• You are precepting a resident in clinic. Your first patient has just called to say she’s running 30 min late. You would like to teach the resident something during this down time, but you haven’t planned anything specific…
Teaching opportunities often don’t come with much notice
• You can’t miss those opportunities• Every time you get a teaching opportunity,
you want it to count• How can you create high quality learning
experiences with limited resources?
Guerilla Geriatrics
Learning Theory
• Behaviorist theory: Learning is done TO the learner– Filling an empty vessel
• Constructivist theory: Learning is done BY the learner– Learner Centered Learning
How People Learn. National Research Council, 1999
Learner Centered Learning
• New knowledge is constructed from prior knowledge– You must activate prior knowledge in order to
build upon it
• Learners must be actively engaged– You must revise your thinking to fit in the new
information, try out new ideas by applying them to real life, and so on
• Metacognition is encouraged– Know what you know
How People Learn. National Research Council, 1999
• Kolb’s model for experiential learning– 2 dimensions:
• Perception (grasping)• Processing (transformation)
Multiple Learning Styles
ConcreteExperience
Conceptualization
ActiveExperimentation
ReflectiveObservation
1. Activate prior knowledge2. Add new knowledge3. Try out new knowledge4. Use new knowledge
Armstrong’s Curriculum Planning Framework
ConcreteExperience
Conceptualization
ActiveExperimentation
ReflectiveObservation
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Armstrong E, Parsa-Parsi R. Academic Medicine, July 2005
• You need to have multiple techniques up your sleeve– Multiple learning styles– Maintain interest– Reinforce knowledge in new ways
High Tech
• Web-GEMs (Univ of Alabama Birmingham)• GeriaSims (Univ of Iowa)• Simulation Centers • Audience Response Systems
High Stress (or at least, resource intensive)
• Simulations• Senior Mentor Programs• Problem Based Learning
Educational methods must be feasible
• Limited resources– Time– Technology– Money– Space – Faculty
1. Activate prior knowledge2. Add new knowledge3. Try out new knowledge4. Use new knowledge
Armstrong’s Curriculum Planning Framework
ConcreteExperience
Conceptualization
ActiveExperimentation
ReflectiveObservation
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23
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Armstrong E, Parsa-Parsi R. Academic Medicine, July 2005
1. Work Audits (3)2. Academic Detailing3. Concept Mapping (1)
Three Strategies from UAB
ConcreteExperience
Conceptualization
ActiveExperimentation
ReflectiveObservation
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Armstrong E, Parsa-Parsi R. Academic Medicine, July 2005
Other LT, LS Instructional Strategies
