1/ You’re prepping a 15min post-rounds talk on anticoagulation. To excite the crowd, you say, “This is going to be interactive!”
How do you avoid learners reflexively cringing,waiting to be “socratically” questioned?
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
How do you avoid learners reflexively cringing,waiting to be “socratically” questioned?
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
2/ We are still covering teaching in the inpatient setting. Interactive teaching can be done in most settings, but I’ll focus on opportunities before/after rounds. We covered interactive teaching during rounds & @ bedside earlier this series
3/ When people say, “This session is going to be interactive,” a talk where learners are asked a series of ?s akin to the socratic method often comes to mind.
For this thread, I'd like to frame “interactive teaching” as below:
For this thread, I'd like to frame “interactive teaching” as below:
4/ Don’t get me wrong - using questions effectively can be a very powerful way to teach, as covered by @GeoffStetsonMD in an earlier thread:
If you want additional methods for interactive teaching, see the rest of this 🧵!
If you want additional methods for interactive teaching, see the rest of this 🧵!
5/ Active Reflection - This is a great strategy to assess learners prior experiences, as well as a way to consolidate knowledge at the end of a teaching session. @JenniferSpicer4 nicely covered this first strategy last week!
6/ Pair/Share - If you have a larger team, pairing them up for a joint reflection activity or to brainstorm answers together:
1️⃣provides time for peer teaching
2️⃣encourages everyone to actively engage
3️⃣give opportunity to assign level-specific ?s
1️⃣provides time for peer teaching
2️⃣encourages everyone to actively engage
3️⃣give opportunity to assign level-specific ?s
7/ Incorporate a Mock Debate - Great for teaching management scripts, discussing controversies in medical management, & developing the art of applying guidelines/textbook teaching to a real pt.
Works better if you have a team that you can divide into pairs & assign “sides”
Works better if you have a team that you can divide into pairs & assign “sides”
8/ Utilize a worksheet - Great for developing skills like EKG/lab interpretation (acid-base anyone?) or filling in an advanced organizer.
Giving learners ⏲️ to complete the worksheet before teaching forces them to wrestle w/ the content & can 🔼 buy-in. Example ⬇️
Giving learners ⏲️ to complete the worksheet before teaching forces them to wrestle w/ the content & can 🔼 buy-in. Example ⬇️
9/ Sticky Note Labeling - A quick and easy strategy to get your learners engaged & also moving, particularly when you want learners to compare/contrast. One example of how to do this below:
10/ Incorporate a Game - Medical Jeopardy, Taboo, Charades, Family Feud… the list goes on. Most games are testing learner’s recall of facts, differentials, etc. Gamifying teaching makes this “test-enhanced learning” more fun and less threatening. Anticoagulation Taboo example ⬇️
11/ Test Questions - Use themed board review questions as:
1️⃣ Pre teaching activity to prime learners
2️⃣ Cases as backbone to clinical pearls
3️⃣ Consolidate concepts @ the end of your teaching session
1️⃣ Pre teaching activity to prime learners
2️⃣ Cases as backbone to clinical pearls
3️⃣ Consolidate concepts @ the end of your teaching session
12/Peer Teaching - Last but not least, a tried and true. Have your learners prepare a BRIEF 2 minute bite-sized presentation to teach the rest of the group
13/ Have you tried an innovative way to incorporate interactive teaching for your inpatient teams? Please share with #MedTwitter!
14/ Join us again next Tuesday when I will discuss teaching with notes
And don't forget to follow @JenniferSpicer4 @ChrisDJacksonMD @GStetsonMD @MedEdTwagTeam to ensure you don't miss a thread!
And don't forget to follow @JenniferSpicer4 @ChrisDJacksonMD @GStetsonMD @MedEdTwagTeam to ensure you don't miss a thread!
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