Large Group

Date: 11/9/2020

Setting: Point of Care Testing Elective

Length: 2 hours

Learners: P3 students (approximately 30)

Preparation Time: 12 hours

Comfort Level: This presentation was created from scratch and was on a topic with which I was not familiar. After much study, research, and preparation, I became comfortable with the topic.

Teaching/Assessment Materials Used: A PowerPoint was used to present the material. A game was used to assess learning.

Methods for Assessing Learner’s Understanding: Learning was assessed through discussion of patient cases and two Kahoot games. The students rated the patient case discussions as very helpful. The Kahoot games were also rated as both very helpful and enjoyable. The performance on the case discussions and Kahoot games confirmed that learning had occurred.

Teaching Goals Addressed:

Goal 1: Deliver concise, organized and effective presentations to facilitate learning

This presentation was unique in that it was constructed from an emerging topic. There were no set guidelines. As such, I determined which points needed to be included in the lecture. When I designed the feedback tool, I specifically determined to survey the learners on whether the information included was helpful and whether there was anything they would have liked to have added to the presentation.

Goal 2: Tailor personalized instruction to encourage learning in individual and group settings

This teaching opportunity was to the largest group of learners I had encountered to date. As such, I tried to incorporate many different learning activities to meet the needs of all the learners. I included flow charts, patient cases, and a Kahoot game to facilitate learning.

Goal 3: Provide valuable and timely feedback to learners

I provided feedback to learners throughout the lecture through the patient cases and questions and answers. The patient case discussions were designed to reinforce the main points. Through the patient cases, I identified areas that needed to be reinforced and was able to immediately correct misunderstandings. The Kahoot game at the end allowed me to evaluate the lecture in its entirety. I was able to evaluate if there were any remaining deficits and address them immediately.

Brief Impression of Teaching Success: According to student surveys, student reception was highly positive. The lecture addressed a current need. Improvement could occur by limiting the time allotted for and the subject matter of the initial Kahoot game. While the subject matter of the initial game was general knowledge, it is important to limit the game to more specific information.

Date: 3/15/2021

Setting: Self-care Therapeutics Course

Length: 1 hour and 20 minutes

Learners: P2 students (50+ learners)

Preparation Time: 5 hours

Comfort Level: I was very comfortable presenting this lecture as the subject matter was standard self-care therapy.

Teaching/Assessment Materials Used: A PowerPoint was prepared to help facilitate learning.

Methods for Assessing Learner’s Understanding: Patient case discussions were used as a method for assessing knowledge. Written test questions were administered at the conclusion of the lecture.

Teaching Goals Addressed:

Goal 1: Deliver concise, organized and effective presentations to facilitate learning

In this lecture, I improved my active learning exercises (like the Kahoot game) by making them more concise. My desire was to ensure the active learning exercises were as concise and valuable as the presentation materials.

Goal 2: Tailor personalized instruction to encourage learning in individual and group settings

I used patient cases and flow charts as additional instructional methods. Students were given the opportunity to ask questions during the presentation. Students were able to consider and learn from the questions of other students. The patient case discussions were well received based on learner feedback.

Goal 3: Provide valuable and timely feedback to learners

The patient case discussion questions were consistently answered correctly between 75-80% of the time. There was a tendency for one answer to account for the majority of the incorrect answers. I tried to immediately address the confusion. I was able to assess my teaching by the performance of the exam items which can be found in the selective experiences section. The major topics were clearly grasped based upon the exam item analysis.

Brief Impression of Teaching Success: I really enjoyed this lecture. I was able to use feedback from the previous large group lecture to increase the number of patient cases. With this lecture, I was given the opportunity to write the test questions. I used my objectives and a summary slide to direct students to the most important materials. I believe that this helped and I think learning was certainly achieved. This lecture could have been improved by analyzing the past test questions. If there was a question that was commonly missed, the information could have been emphasized to a greater extent.