Facilitate Group Learning Introduction Why do students enjoy

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Facilitate Group Learning
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Introduction

• Why do students enjoy working in small groups?
• What kinds of small-group exercises can you using
  in your teaching?

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Objectives

• Select, plan, and facilitate group learning
  activities
• Create and facilitate a role play
• Create and facilitate a case study
• Create and facilitate a clinical simulation
• Facilitate a brainstorming session
• Facilitate a discussion

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Group Learning Examples

• Prepare a role play
• React to a case study
• Respond to a clinical simulation
• Brainstorm
• Discuss

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Advantages of Group Learning Activities 1

• Involve all students
• Allow students to interact, ask questions, and
  learn from one another
• Give students opportunities to identify, analyze,
  and solve problems

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Advantages of Group Learning Activities 2

• Permit students to express their thoughts,
  opinions, and concerns
• Provide opportunities for practice in presenting
  information to a large group
• Help students explore and change attitudes

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Plan Group Learning Activities

• Activities should be challenging, interesting and
  relevant
• Make sure the activities support the objectives
• Describe the activity on paper, list the supplies
  you will need and consider the number of students
  and the space available

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Facilitating Group Learning Activities 1

• Describe the activity before dividing the
  students into small groups
• Explain how the group should record its decisions
• Suggest how each group will report back to the
  larger group

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Facilitating Group Learning Activities 2

• Instructions to the group (orally and on a
  flipchart, handout or transparency) usually
  include
• The activity description
• What the students will do
• Time limit

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Facilitating Group Learning Activities 3

• Reporting options include
• Oral reports from each group
• Responses to questions about the activity
• Role plays developed and presented by students in
  the small groups
• Recommendations from each group

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Role Play

• A role play is a learning activity in which
  students play out roles in a simulated situation
  that relates to one or more learning objectives.

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Role Play Advantages 1

• Role plays encourage student participation and
  stimulate thinking.
• They motivate students by involving them in a
  realistic situation.
• Role plays help students understand another
  persons perspective or situation.

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Role Play Advantages 2

• Role plays can inform, assess, and improve a
  variety of students skills and attitudes
  (communication and interpersonal skills needed to
  interview, counsel, and treat patients)
• Role plays give students opportunities to receive
  feedback on their performance in a safe setting

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Create a Role Play 1

• Decide what the students should learn (the
  objective)
• Select an appropriate situation
• Identify the roles

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Create a Role Play 2

• Determine if the role play will be
• Informal acting it out with little or
  preparation time
• Formal planned in advance with instructions
• Clinical demonstration working with anatomic
  models and simulated patients

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Create a Role Play 3

• Determine if the students will report the results
  of their discussion of the role play in writing
  or orally to the entire group.
• In some cases, the role plays are done only in
  small groups. Then one or more groups may present
  theirs to the large group and/or the teacher will
  facilitate a discussion focusing on the role
  plays.

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Facilitate a Role Play 1

• Explain the nature and purpose of the exercise
  (the objectives).
• Define the setting and situation of the role
  play.
• Brief the participants on their roles.

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Facilitate a Role Play 2

• Explain what the other students should observe
  and what kind of feedback they should give.
• Provide the students with questions or activities
  that will help them to focus on the main concepts
  being presented.
• Keep the role play brief and to the point.

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Facilitate a Role Play 3

• Engage students in a followup discussion.
• Provide feedback, both positive and suggestions
  for improvement.
• Summarize what happened in the session, what was
  learned, and how it applies to the skill being
  learned.

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Sample Role Play

• Lets look at Sample 7-1.

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Case Study

• A case study is a learning activity that uses
  realistic scenarios focusing on a specific issue,
  topic, or problem.
• Students typically read, study, and react to the
  case study individually or in small groups.

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Possible Case Study Activities 1

• Define the problem in the case study and develop
  suggestions for solutions.
• Respond to a clinical situation by suggesting
  appropriate interventions and discussing them.
• Evaluate clinical decisions and the process used
  to make the decision in the case study.

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Possible Case Study Activities 2

• Identify the possible impact of choices or
  decisions made in the case study.
• Analyze the causes of a problem.
• Identify attitudes that may influence the
  healthcare providers behaviors described in the
  case study.

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Why Case Studies?

• Focus on real-life problems or situations
• Develop problem-solving and decision-making
  skills
• Strengthen students ability to apply information
• Clarify and expand students knowledge
• Explore and change attitudes

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Case Study Advantages

• Actively involves students and encourages
  interaction.
• React to realistic and relevant cases that relate
  directly to the course and often to future work.
• Reactions often provide different perspectives
  and different solutions to problems.

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Create a Case Study 1

• Decide which objective the case study will help
  address, and decide what the students should
  learn from the case study.
• Identify the topic, issue, or problem on which
  the students will focus.
• Ensure that the case study presents a real
  situation.

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Create a Case Study 2

• Determine whether the case study will be
  completed by individuals or in small groups.
• Provide students with reaction activities that
  will guide them in completing the case study.
• Decide whether students will report the results
  of their work on the case study in writing or
  orally to the entire group.

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Facilitating a Case Study

• Provide clear directions, including how to
  complete the case study, how to present the
  answers, and the time limit or due date.
• If the students are working in groups, suggest
  that each group select someone to act as the
  recorder.

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Typical Reaction Exercises

• Analysis of the problem
• Responses to case study questions
• Problem solutions
• Discussion of the responses
• Summary of the key points

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Sample Case Study

• Lets look at Sample 7-2 on Page 7-11.

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Clinical Simulation

• A clinical simulation presents the learner with
  a carefully planned, simulated patient management
  situation.

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Types of Simulations

• Written simulations
• Role play simulations
• Mediated simulations
• Physical simulators
• Live simulated patients

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Why Clinical Simulations?

• Help students practice responding to emergency
  situations.
• Help students develop critical thinking skills.
• Assess students ability to integrate knowledge,
  skills, and attitudes into providing healthcare
  in a simulated setting.

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Clinical Simulation Advantages

• The same clinical simulation can be used
  repeatedly until the students master the
  situation it presents.
• Time can be shortened or lengthened in a clinical
  simulation.
• Clinical simulations can be tailored to specific
  instructional objectives.

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Creating a Clinical Simulation

• Define the objective of the clinical simulation
  and the expected outcome.
• Based on your objectives, prepare a case from
  your past experience that relates to the learning
  objectives.
• Create a patient scenario that includes the
  problem, the related lab and diagnostic results,
  and possible outcomes for different interventions.

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Present the Case 1

• Ask two or three students to prepare a case for
  presentation from their clinical experience.
• When it is time to present, have the students
  share the presenting complaint.
• Stop them, ask other students what they think the
  problem or diagnosis could be, and tell them to
  explain their answers.

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Present the Case 2

• Allow students to present additional relevant
  data.
• Stop, ask if they have changed their views, or
  what their next steps would be, and why.
• Continue this process of allowing information to
  be revealed in steps, and asking and responding
  to students answers.

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Conduct a Simulation with Models 1

• Set up the area as realistically as possible.
• Present the initial information about the patient
  or the situation.
• A student then responds to that information and
  identifies what other information is needed.

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Conduct a Simulation with Models 2

• Continue to provide pieces of information and ask
  questions of the students. What would you do
  next? What information would you need now?
  Why did you make that decision?
• Provide the student or students with feedback on
  their responses.

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Sample Clinical Simulation

• Lets look at the Sample 7-4 on Page 7-22.

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Brainstorming

• Brainstorming is generating a list of ideas,
  thoughts, or alternative solutions that focus on
  a specific topic or problem.

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Why Brainstorming?

• Stimulate interest in a topic
• Encourage broad or creative thinking

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Advantages of Brainstorming

• Allows students to share their ideas without
  criticism
• Allows for creative thinking
• Generates ideas
• Allows for expressing opinions

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Facilitating Brainstorming 1

• Share the objective of the brainstorming session.
  
• Explain the ground rules before beginning the
  session.
• All ideas will be accepted
• Discussions of suggestions are delayed until
  after the activity
• No criticism of suggestions is allowed.

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Facilitating Brainstorming 2

• State the topic or problem. Clearly state the
  focus of the brainstorming session.
• Maintain a written record on a flipchart or
  writing board of the ideas and suggestions.
• Provide opportunities for anonymous brainstorming
  by giving the students cards on which they can
  write their comments or questions.

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Facilitating Brainstorming 3

• Involve all of the students and provide positive
  feedback in order to encourage more input.
• Review written ideas and suggestions periodically
  to stimulate additional ideas.
• Conclude brainstorming by summarizing and
  reviewing all of the suggestions.

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Discussion

• A discussion is an opportunity for students to
  share their ideas, thoughts, questions, and
  answers in a group setting with a facilitator.

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Discussions Support Other Methods

• Conclude a presentation
• Summarize the main points of a videotape
• Check students understanding of a clinical
  demonstration
• Examine alternative solutions to a case study
• Explore attitudes exhibited during a role play
• Analyze the results of a brainstorming session

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Discussion Advantages

• Provide a forum to discuss attitudes
• Emphasize key points
• Create interest and stimulate thinking about a
  topic
• Encourage active participation

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Types of Discussions

• Group discussion that focuses on the learning
  objectives (planned in advance).
• General discussion that addresses students
  questions about a learning topic.
• Panel discussion.

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Planning A Discussion

• Objectives of this discussion? How long should it
  last?
• Students have some knowledge/experience with
  topic?
• Is there enough time available?
• Are you prepared to direct or control the
  discussion?

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Facilitating A Discussion 1

• State the topic as part of the introduction.
• Shift the conversation to the students.
• Allow the group to direct the discussion act as
  a referee and intercede only when necessary.
• Summarize the key points of the discussion
  periodically.

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Facilitating A Discussion 2

• Ensure that the discussion stays on the topic.
• Use the contributions of each student and provide
  positive reinforcement.
• Encourage all students to get involved.
• Ensure that no one student dominates the
  discussion.

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Summary

• What questions do you have regarding the use of
  case studies, role plays, clinical simulations,
  brainstorming and discussions?
• How can these teaching methods be used where
  there are large numbers of students?