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We are ready for departure!
There is a big difference between riding a bike and just telling someone how to do it. But how do you make knowledge useful?
You have certainly encountered this effect yourself: When we read something or watch a video, we're almost certain we'll retain its content afterward. If we briefly read the most important facts again, we are sure that we can reproduce them easily...until later, when we really need to retrieve the facts. If you watch a video lecture, you always run the risk of simply letting the video wash over yourself and not knowing much more afterward. Therefore, it is enormously important to encourage participants to be active learners – to engage with the information they’re learning instead of passively taking in the information.
How can we manage to convey content so that it is really ready for use?
Add experience to the theory (explaining mistakes or failures can be especially valuable for participants).
Mark practical tips and content that are particularly relevant for the exam (so participants can go through the pertinent content again).
Split extensive lectures into small units and give them clear titles. This way, the content can be used as a reference book later.
Be sure to explain important facts from different perspectives. For example, characteristics of different diseases can be discussed one after the other. The next step would be to describe a patient with different complaints. Thus, in the second step, a different perspective is taken, and participants have to apply their knowledge to grasp the material.
Use transfer questions. Posing many questions in between presenting new material will always help to activate participants and help them avoid passive learning.
Build on previous knowledge, or, for advanced participants, repeatedly point out connections to content already discussed. Highlight causes and connections to depict the whole story.
Specifically state the practical situations in which the knowledge is used.
Present examples that are practically relevant and not abstract.
Use tips for practical exercises.
Create further exercises in the download material.
In moderation, it is very important to say exactly what participants should do and motivate them to do it. You can say, "Think about the task." (concrete instruction) "You'll only need 5 minutes of your time to get the most out of this course." (motivation) "Press pause now. Afterward I'll explain the solution. Please stop the video now." (created invitation)
Give tips on how to best use the lectures (e.g., "I would recommend not just looking at the topics alone; instead, find a partner and talk to him or her after the first lectures.")
Let's look at some examples
Let's look at some examples
Mind the gap!
Mark practical tips and content that are particularly relevant for the exam.
Do:
Use Clinical pearls, which are defined as small bits of clinically relevant information based on experience or observation.
Do:
Use High-yield information slides, which indicate content of extreme relevance and importance for the Board exams and thus help students to perform well on their exams.
Mind the gap!
Be aware of the function of the quiz questions and other knowledge activations. One can simply repeat what has been said – but this is less effective for the learner than tapping into a deeper level of knowledge. Instead, help participants to use what they have heard, e.g., by applying it to a specific situation.
Do:
In the question asked here, the rules must be applied. This approach is more effective for the learner than simply repeating the rules.
Mind the gap!
Case studies remain well in one's memory because they tell a story. Learners have to apply what they have heard in practice.
Mind the gap!
To be sure that there really is a learning transfer, pay attention to the position at which the question is asked.
Don't:
If an appropriate case is presented immediately after an explanation, participants do not need to draw any conclusions. The question is therefore very simple and the learning effect is low.
Do:
By presenting different case studies after all the clinical pictures have been explained, the difficulty level is increased. Learners really have to apply their knowledge in this situation.
Mind the gap!
A transfer of knowledge or the creation of links in the mind is only possible if a given example and its pictures are really clear.
Do:
Introductory associations, in particular, should not be complicated. They should refer to already existing, well-anchored knowledge.
Do:
Especially for beginners, the content should relate to everyday life. For advanced participants, more specialist references can be included.
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