Embedded Files
The first educator workshop of the academic year was held on Wednesday, October 4th online. The topic of the workshop was
"Student-paced interactive learning activities, enhancing clinical teaching skills."
"Student-paced interactive learning activities, enhancing clinical teaching skills."
The workshop can contribute to one hour of continuous professional development (CPD) in Medical Education. This page contains a summary of our learning.
Educator workshop - student paced activities 2023-october.pptxStudent-paced activities
Student-paced activities
Student-paced learning activities allow students to learn at their own pace, according to their needs and preferences. QMUL has identified this as an area of excellence. This workshop explored the nature of Student-paced learning in General Practice and shares tips on the lived experience of educators and students.
Summary of discussions
Summary of discussions
Tutor perspectives
Start with smaller topics and ask students to create 1-2 slides or in later years to take responsibility to run the tutorial for each other (with GP present/support). This helps students to start thinking about their own learning and to develop their presentation skills.
Provide students with structured days and pre-planned activities. This gives students a sense of security and helps them to stay on track with their learning.
Encourage students to take ownership of their learning. For example, in year 4-5, students can run their own tutorials or do audits on topics that they are interested in. This helps students to develop their self-directed learning skills.
Create a safe and supportive learning environment. Students need to feel comfortable asking questions and making mistakes. One GP tutor describes 'removing the hierarchy and making sure the students understand we are the same level, I don't know everything, similar to them, so we are all learning'.
Be aware of the different types of students that you are teaching. Some students may be more confident and independent than others. Tailor your approach to each individual student.
Get to know the students on a personal level. This helps to build trust and rapport. A GP tutor describes the student induction being a celebration (with cake and chat) and welcome with getting to know the students (about their family, hobbies etc - 'if they play an instrument we ask them to bring it in') and helping them know that this is a safe place.
Be flexible and adaptable. Things don't always go according to plan, so be prepared to adjust your approach as needed.
Manage expectations. Let students know what is required of them, but also be realistic about what they can achieve in a given timeframe.
Recognize that there are constraints. You may not be able to give students everything that they want, but you can do your best to support their learning.
Students' perspectives
Students feel included and safe when they are involved in student-led teaching.
Students welcome getting to know their GP tutor so comfortable to ask questions, balanced with appreciating the opportunity to learn from different GPs.
Students find it helpful when tutors are flexible and adaptable.
Students need to feel comfortable making mistakes.
Students appreciate it when tutors take the time to get to know them on a personal level.
Students noted the challenge of transitioning from structured learning at school to learning at medical school - so more support might be needed for self-direction in early years.
Some theory
Some theory
The above discussion on student-paced learning relates to a number of theories, concepts, and ideas across various disciplines, including:
Andragogy: Malcolm Knowles' theory of andragogy posits that adults learn best when they are actively involved in their learning, when they have a sense of ownership over their learning, and when the learning is relevant to their needs and interests. Student-paced learning provides students with the opportunity to be actively involved in their learning, to take ownership of their learning, and to focus on topics that are relevant to them.
Self-directed learning: Self-directed learning is a type of learning in which the learner takes responsibility for their own learning journey. Student-paced learning supports self-directed learning by giving students the freedom to choose their own learning goals, to select their own learning resources, and to learn at their own pace.
Differentiated instruction: Differentiated instruction is a teaching approach that tailors the learning experience to the individual needs of each student. Student-paced learning is a form of differentiated instruction that allows students to learn at their own pace and in their own way.
Misch DA. Andragogy and medical education: are medical students internally motivated to learn? Adv Health Sci Educ Theory Pract. 2002;7(2):153-60. doi:10.1023/a:1015790318032. PMID: 12075147.
Self-directed learning assessment practices in undergraduate health professions education: a systematic review. (2023). Medical Education Online. [online] doi:https://doi.org/10.1080//10872981.2023.2189553
Colbert, C.Y., Foshee, C., Prelosky-Leeson, A., Schleicher, M. and King, R. (2023). Differentiated Instruction as a Viable Framework for Meeting the Needs of Diverse Adult Learners in Health Professions Education. Medical science educator. [online] doi:https://doi.org/10.1007/s40670-023-01808-w.
The monthly Educator workshop - 1 hour CPD
The monthly Educator workshop - 1 hour CPD
Aim: Create a flourishing, inclusive community of academics and access the best available evidence and technology.
How will we do this?
Setup regular educator workshops
Share the best available evidence (publications and lived experience)
Identify emerging trends
Promote scholarly work
Dates
Wednesday 6 September
Wednesday 4 October
Wednesday 1 November
Wednesday 6 December
Wednesday 3 January
Wednesday 7 February
Wednesday 6 March
Wednesday 5 June
Wednesday 3 July
Page updated
Google Sites
Report abuse