Paradigm Shift in Teaching Pathology : Learner Centered Approach taken by Pathology Faculties at Joa

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Paradigm Shift in Teaching Pathology Learner
Centered Approach taken by Pathology Faculties at
Joan C. Edward School of Medicine

• Darshana Shah PhD., Nancy Norton MD.,
• Betts A. Carpenter MD. PhD.
• Paul Durst MD.
• JCESOM
• At
• Marshall
• University
• WV

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• Simple techniques
• Turn Didactic lectures to active learning
• Not much preparation required

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PARADIGM SHIFTS IN PLANNING

• WE USED TO DO IT THIS WAY
• DECIDE ON THE CONTENT  - Guideline 
• Course outlines 
• Curriculum documents   
• Teacher preference (Team taught course) Turn
  teaching!!!!!
• What is the best way for students to demonstrate
  their achievement? Outcome measure?
• (test performance?????)  -

• BUT NOW WE DO IT THIS WAY
• WHAT IS THE PURPOSE (OUTCOME) OF THIS lecture?
• How is this knowledge deposited in their memory
  bank?  - What will the students be able to do as
  a result in terms of knowledge, skill ?
• - How will we recognize that they have achieved
  the outcome?  - What are the indicators for
  success? 

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Four generation in the workplace at once

• Veterans (born 1925-1944)
• Baby Boomers (born 1945-1962)
• Generation Xers (born 1963-1981)
• Millennials (born 1982-2000)

J.Bickel and A.Brown. Acad. Med.20580205-10
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Common mistakes!!!

• Pretending the differences do not exit
• Undervaluing the younger generations perspective

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Bridging Generational difference!

• Create a clear picture of what needs to be
  accomplished, Divide that into achievable goals
• Use a participative (not authoritive) approach
  that incorporates teaching, information sharing
  and problem solving
• Active listening
• Avoid assumptions
• Reflecting back
• Give frequent, skilled feedback

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We Know !!!!!!!

• Students learn better in an interactive
  environment
• Student also learn better when more time is spent
  learning
• Especially more time actively constructing
  meaning actively generating connections between
  new information and existing knowledge

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How do we achieve?

• Good instructional practice Interactive
  environment
• Interactive??????
• Basically keep the students active
• In order to keep all students active , we must
  teach to all their modes.

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Modes????

• Visual, Aural, read/ write kinesthetic
• Neil Fleming, author of the VARK inventory

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Learning actively

• We learn
• 10 of what we read
• .20 of what we hear
• .30 of what we see
• ..50 of what we see and hear
• ..70 of what we say
• 90 of what we say and Do
• (Deporter et al, 1999, Quantum Teaching)

Switch modes every 7 minute
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Making textbook real

• Handouts dependency
• Textbook is made real not separate
• Research says students learn more from the
  textbook than from listening
• How?

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Making textbook real How?

• Did everyone see the Diagram on page ?
• Did you like how the author described
  inflammation?
• Give one minute self graded quiz on the textbook
  reading each day
• Tell them to write down 4 things they learned
  from the reading each day

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Last 90 seconds of the lecture

• Learning objective for each hour
• End the lecture with the same slide
• Go over main headings, recap major points
• A sample test question
• Take home assignment to create a Concept map

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Review by concept mapping!
Cellular adaptation to stress
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Example
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One minute paper!

• Distribute index card
• Write down what you just learned so far.
• Give one minute

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Take home message!
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Take home message?
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Dr. DurstLung liver

• not clear to me???
• Index card
• One minute
• Review them next day!!!!

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Cardiac pathology lectureBy Dr. NortonCheap
audience response system

• End of most of the sections in cardiac pathology
  Dr. Norton added multiple choice questions
• The students were given a sheet of paper with A
  written in the upper left-hand quadrant, B in
  the upper right, C in the lower left, and D
  in the lower right-hand quadrant. 
• The students folded their papers into fourths. 
• When the instructor showed each question then the
  students held up the letter that they thought was
  the correct answer.  After I got a reasonable
  number of answers from the students (about 10-20
  sec)
• Go over each of the answers and why each was
  incorrect or correct.

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Dr. Nortons

• 1)  I as the instructor can scan the room to get
  an idea if most students understand the concept
  which has just been presented or if it seems that
  more or different explanation is necessary, 
• 2)  I can expose the students to the type of
  questions and the level of difficulty of
  questions that I will expect them to answer on
  the exam 
• 3)  As with most learner-centered techniques, it
  breaks up the monotony of the lecture or changes
  the rhythm of the lecture giving the students a
  little break and a chance to re-focus, 
• 4)  Students who are unwilling to participate
  verbally (perhaps because they fear not knowing
  the answer or always knowing the answer  in
  front of their classmates) are more willing to
  participate in this technique because it is not
  easy for students to see each others answers.   

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Bits and Pieces!!!!
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Another way of assessment!!!

• Insurance policy
• 4 premiums short essay exam along with the MCQ
  exam
• Testing basic concept

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Measuring professionalism?

• Submit a question
• Write what concept are you testing?
• 32/54

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Thank You!!!!!