We had our second online NUGGETS (New Undergraduate Gems: Great Educator Tips Shared)
Thanks to all those who attended and contributed to the lively discussions, which included learning about the challenges and innovations of other GP educators. We have summarised the discussion to facilitate wider learning amongst GP educators. Where it is relevant, you will find educational theory (pedagogy) that could inform us. The case scenarios are modified to support learning.
Questions we thought about
How do we create great small-group dynamics?
What does compassion between colleagues/learners look like?
What learning tasks/approaches help build the relationship between learners?
Scenario: Student who discloses too much of their personal life and continues to talk. How might we handle this situation?
You have a small group teaching session with students. You created a safe sharing environment, but one of the students is sharing significant details about her life and is not stopping. You notice that others in the group feel uncomfortable, and so do you.
Questions asked by the group
Is it possible to create an over-safe space?
What are the boundaries?
Ideas shared by the group
We discussed the idea of vulnerable leadership and setting ground rules.
Consider interrupting the student by saying eg ‘I am pleased that you are sharing and find this a safe place but perhaps we could meet and talk about this……’
Setup ground rules e.g. you will each have 5 mins to share and you might like to talk about your journey to medical school
Consider allocating a certain amount of time for each discussion ??maybe covered above
How might we set ground rules? What are appropriate ground rules?
Ground rules can help to support learning.
Consider asking the students what are appropriate ground rules.
Ground rules help students to take ownership of the learning
Being invited to setup rules helps to develop professional approaches to learning
Learners breaking ground rules are sometimes great learning opportunities/teachable moments
Scenario: students who are talkative, dominating
Tutors should recognise this group dynamic. They can help to bring other voices to the discussion.
If it continues, then a one-to-one discussion to explore contributions can help.
Develop activities that enable equal talk time.
Use the structure of the session to enable more equal contribution e.g. by giving each person a small role they are responsible for, e.g. taking a different role in role play, or observing different features within an encounter, so that each person then needs to feed back.
Scenario: quiet students
The tutor can help to bring equity of voice to the learning.
Permitting students to pass the question to others
You can have one-to-one discussions with the student to explore other factors.
Sometimes they need more time or have personal life problems.
Other students can support learners in the group. Compassionate approaches will help (see below)
Sharing concerns with other educators can help to bring ideas and solutions.
Some other situations
Students who are disengaged with learning e.g. ITU career or someone aspiring to be a surgeon.
You can highlight the transferrable skills of general practice
Frame the context with their needs
General practice is a unique opportunity to learn from cases patients very early on. Promote this.
General approaches
Facilitate inclusive learning
Explore ground rules with learners
Discuss challenges with students privately.
Think about the structure of the learning environment
Share concerns with other educators
Consider student support
Establishing psychological safety can support group learning.
https://sites.google.com/view/educator-development/notes-and-blog/bite-sized?authuser=0
Promote compassionate learning.
Ask students to consider
What do I contribute to the learning experience of my fellow students that they most value in me?
What do my fellow students contribute to my learning that I most value in them?
Some exciting terms from the above paper
Alpha-pairs: two people in a group who assume leadership
individual monopolising behaviours
Equal spread of vocal participation
Bite-sized information on psychological safety: https://sites.google.com/view/educator-development/notes-and-blog/bite-sized?authuser=0
Managing small groups:https://2020.qmplus.qmul.ac.uk/pluginfile.php/1341136/mod_page/content/31/Managing%20small%20group%20teaching.pdf?time=1549982767594
Teaching small groups (BMJ): https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125374/