Class 6 developing an effective case study oct 2016
Transcript of Class 6 developing an effective case study oct 2016
ADLT 672, Instructional Strategies for Teaching in
Medical Education
October 20, 2016
Developing an Effective Case Study
Agenda
Instructional Strategy Projects - Blog (via Bb) Rampages accounts established? Look for email in Junk folder from “Wordpress” Need help writing to the blog? Ask me next week
when we meetMeetings to review project ideas –
scheduled?Case-based teaching 30 minutes to work with your
Appendices preso partners
What is a Case?A teaching case is a story, describing or based on actual events and circumstances, that is told with a definite teaching purpose in mind and that rewards careful study and analysis.
The What
Cases are stories: real events or problems so learners experience the complexities, ambiguities, and uncertainties of participants
Cases come in all sizes: written cases, movie clips, radio/TV stories, pictures
Retrospective cases tell the whole story as it unfolds over time; cases can extend beyond one teaching session so that learners do their own research into the case as it proceeds.
Your Initial Moves
Provide or elicit an overview A brief summary of the facts of the case The story of the case Issues raised by the case
Create an analytic framework The time line Decisions to be made/ decision-makers Rational analysis
What is the problem? What are the alternatives? How should you evaluate the
alternatives? What’s the rationale for the solution you
propose?
Your Initial Moves
Use a Quick Question Pose a question to students to open
the case to elicit facts, opinions, interpretations, or issues
Ask students to summarize the story of the case in one sentence The subsequent discussion can pool
their ideas to create a larger, more complex picture of the case
Establish a baseline Poll students with their preliminary
judgments about the case – be sure to use open-ended questions
Deploying Your Power as Facilitator
Inquiring or badgering? Be sure your questions are designed in the spirit
of inquiry – open, not closed Avoid overly specific or skeptical questions
Your points or theirs? Demonstrate that you are wide open to their ideas
and suggestions. “I like your point; let’s use it.” Avoid asking students to guess what you want.
Instead, use questions like, “Have we covered all the main points?”
Deploying Your Power as Facilitator
Hearing or Listening? Focus on sensing what they really mean when you
listen to what they say. Are you sensing their concerns or their issues? More than “hearing” is required when you facilitate a case discussion.
Seeing or reacting? It is easy to see or react to learners who sit up front.
You’ll need to develop your peripheral vision to stay attuned to those who have something to add from the back of the room.
Deploying Your Power as Facilitator
Warm or cold? Avoid being the dispassionate observer. If learners
think you are unresponsive, they will “check out” of the discussion. Warmth and enthusiasm go a long way!
Avoid the “expert” role Students will often deflect the attention and pressure
back to you, insisting that you provide answers or clarifications, putting you back in the expert role.
Avoid the “hub and spoke” discussion in which conversation moves back and forth from one student to you.
Ideally, discussion moves in multiple ways
Learner
Learner
Teacher
Learner
Learner
Learner
From you to the group
From the group into the “container” space
From learner to learner
Moving the Discussion Forward
Consider using flip charts or a whiteboard to establish a sense of progress
Use transitions to mark the sequence of stages or steps in the discussion: In a seque, your transition seems natural to the
conversation, “that point raises another good issue.” In a shift, your transition is deliberately more abrupt.
“I want to ask you a different question.” In an interim summary, you (or the learners) sum up
what has been said so far
Skillful time management is essential
Remember, that with the best case discussions, students will all wish there was more time!
David Irby, MD , UCSF Medical Educator
Three Models of Case-Based Teaching for Rounds• Case bedside teaching with
conference room discussion, followed by demo at bedside
• Case-lecture teaching• Case-iterative teaching: discovery
learning using complex cases
Dealing with Problem Situations
Silence / ApathyPremature closureSitting at the teacher’s feetThe abyssThe problem student
Unmotivated student Uninformed student Defector Compulsive talker Show-off Conflict avoider The rude or abrasive student
How do you close a case discussion?
Ask: What’s the most important thing to remember about this case?
Indicators of SuccessHow much did
the instructor talk vs. how much did the students talk? How many students
were voluntarily active in the discussion?
How many questions did
the instructor
ask?
How “mobile” was the instructor, i.e. traveling around the classroom?
How many times did students laugh?
Was there a high level of energy in
the room?
Did the discussion
make sense? Was it
coherent?
Your Turn to Develop a Case - Three Scenarios
Organize yourselves into groups of 3-4, with specialties/disciplines that are unrelated (science and clinical specialties; very different clinical specialties, etc)
Spend some time discussing areas of common interest / focus and the type of case you might prepare for a group of early medical students
Develop your case, according to worksheet provided
Practice your opening lines with another group – How will you launch your case?
30 minutes - Work on Your Presentations
November 3 Self-Assessment- Jordan, Anshu, Laura Learning Objectives – Ramzi, Patty, Soundy Ground Rules- Mireille, Chao Rubrics – Terry
November 17 Exam Wrappers –Ben, Michael Checklists – Rabia, Ross, Stacey Concept Maps – Reed, Scott Reader Response/Peer Review - Emma, Ashlie, Mary