15 04-22 strategies
Post on 22-Jul-2015
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Strategies for Education
and Learning
Hirotaka Onishi MD, MHPE
International Research Center for Medical Education
University of Tokyo
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Strategies (Step 4)Terminologies
What is a lecture?
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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
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Cone of Experience
(Dale, 1946)
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Not cone
of learning!
Verbal
symbols
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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
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Balanced Performance
Overall Performance
Problem Solving Attitude
Recall Level Knowledge
Skill
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Reading
Strengths
Low cost
Easy to cover broad areas
Less preparatory time for faculty
Weaknesses
Passive learning
Difficult to continue if motivation is low
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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
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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
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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
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Role-modeling
Strengths
Faculty can play this role
Deep and potential influence
Weaknesses
Few effective role-models
Difficult to evaluate intervention/outcome
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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
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Demonstration
Strengths
“Seeing is believing”
Possible high learner-teacher ratio
Weaknesses
Passive learning
Teacher-centered
Quality depends on the speaker/AV
materials
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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
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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
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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
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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
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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
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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
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Meetings for Education
Forum
Symposium
Panel discussion
Conference
Workshop
Workshop
World cafe
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Theme for Discussion
Plan an educational course (3hrs x 5)
for communication skills for nursing
students in a developing country
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