Thread by @virenkaul

.@ammo_uw is kicking off the Educator’s Development PG course at #CHEST2019 with Mark Lavercombe (ML), @pkritek and @williamkellymd .. follow this thread for #CHESTMedEd updates from this day long session!

Also engaging us today will be Dr. Lisa Moore. Here are all the sessions for all you clinical educators at #CHEST2019 #CHESTMedEd

ML: is up next: Application of Adult Learning Principles

- Be aware of limitations of adult learners eg, limited time
- Be aware of limitations in environment: eg. Interruptions, clinical work, variety of learners

#CHEST2019

ML: talks about the tenets and basic assumptions of andragogy I.e. adult learning:
- self directed
- value for their education
- practically applicable
- they need to know why they need to know something!

#CHESTMedEd #CHEST2019

ML: Passive education is focused in content but active learning is based on the learner. It includes their needs, believes, autonomy, internal motivation and self direction!

3 hour anatomy lectures of the past may not be the most effective 😬😬 #CHEST2019

ML: Situated learning: learning that is embedded in an activity eg: on rounds. Learning by doing in real time.

Benefit: legitimate peripheral learning. It not just the attendings and fellows that are learning, it’s everyone on the team (and they get closer to core) #CHEST2019

ML:
Transformative learning: change a problematic dilemma to a learning point by allowing learner and assisting them in reflection.

It allows them to work out the issue on their own terms

#CHEST2019 @accpchest

ML:
Experiential Learning: taking in situational experiences eg pt with submissive PE. Trainees pick up new concepts, reflect and absorb them and apply them to the next case!

Taylor @MedTeachJournal 2013: framework for how learners can build on existing knowledge. #CHEST2019

ML: How to actually APPLY adult learning theory?

- organized, sequenced instruction
- education opportunities appropriate for stage of learning (my limited experience, this is 🔑)
- learning with context (my eg: don’t teach about dialysis if active issue is stroke)

#CHEST2019

ML: always remember to scaffold your teaching. Learners should know where the learning element fits in the bigger picture, what’s the goal and how they will build us using this learning structure.
- encourage them to ask Q!

#CHEST2019

ML: demonstrates an effective instructional strategy: mix of teaching strategies to get to the goal.

Refer #CHEST2019 paper by Matt Miles for more details.

Dr. Lisa Moore: Asks us “Are today’s learners all that different?”

There are currently 4 generations in the work force. This creates challenges but also opportunities for learning.

#CHEST2019

Moore: Traditionalists: Loyal, hard working, love Socratic teaching, altruistic, don’t believe social media / tech can be used in #MedEd

Committed to an institution!

Baby Boomers: Less altruistic, hard working, relatively more tech savvy, but also “pimping” was in vogue. Workaholics and contributed heavily to education

-Moore at #CHEST2019

Gen X: problem solvers, resilient, more progressive with teaching methodology, will question authority, discussed work life balance and skeptical

#CHEST2019

Millennials: In terms of learning are natively digital, smartphone gen, optimistic, inclusive, accepting of diversity, collaborative, experienced helicopter parents, so expect structure in learning

Moore at #CHEST2019 #CHESTMedEd

Majority learners now are millennials:
Some strategies that are very effective
- elearning
- simulation
- audio and video based engagement
- social media
- flipped classroom

Gives a shout out to @khanacademy

#CHEST2019

Flipped classroom strategy does not have to be cumbersome. Instead of generating de novo content, well curated online content including #FOAMed resources can be equally effective as prep materials for flipping the classroom.

Moore at #CHEST2019

#MooreTips at #CHEST2019
- Bite sized learning
- Mix up the content (short videos, podcasts, blogs, journals for eg)
- Verify the #FOAMed content before sharing with learners
- Encourages educators to get introduced to Twitter (OK to lurk for a while before engaging!)

.@williamkellymd is teaching us about how to deliver an effective presentation.

What are the good and bad aspects of large group didactics?

.@williamkellymd: A pause every 15 mins in a lecture is effective. Be careful to keep learners engaged in that time.

Learning with Pauses associated with improved long term recall.

#CHEST2019 #CHESTMedEd

.@williamkellymd: the engaging pause or activity should be timed around the 20 minute mark into a large group lecture.

“No souls are saved after 20 mins” - Kelly quotes Twain!

#CHEST2019 #CHESTMedEd

.@williamkellymd: PowerPoint tips:
🕶 reduce wordage. Don’t read off of the slides
🕶 high contrast color combinations
🕶 get rid of the “busy slide”
🕶 use “sans serif” fonts
🕶 seek feedback before and after presentations!

#CHEST2019 #CHESTSoMe

.@williamkellymd: to be an effective speaker:
♾ Know your audience
♾ Take time to hone your presentation (it takes about 20 times x length of talk). We don’t spend any time practicing the speaking though, WE SHOULD

#CHEST2019

.@williamkellymd: Share tips on body language and tone while giving a talk.
Shares his advice: S.O.F.T.E.N YOUR APPROACH !!

- Open posture, open hands
- Eye contact enough to guess the person’s 👁 color and keep scanning
- Vary your tone

##CHEST2019

.@ammo_uw: talks about engaging large audiences: the UNCONFERENCE

- brings audiences together
- more inter-audience engagement

Form a bond, a point that you share w/ your audiences: she talked about how speaking to large audiences makes her nervous too! we bonded! #CHEST2019

.@ammo_uw:
GET THEM MOVING: simple physical movements: raising hands, stretching. Can be effective, she uses for ultrasound and @accpchest board review courses

GET THEM TALKING: Dr. Morris asks us, what is common to these pictures, what do y’all think? #CHEST2019

.@ammo_uw: shares ways to augment the conversations virtually!
- use hashtags to start conversations eg around #CHEST2019
- digital questions eg @Slidoapp
- advises having a moderator to avoid interruptions

.@ammo_uw: what’s the data behind using audience response systems?

Sessions that’s use #ARS have better engagement, and recall.
Use the results from the poll to adjust your presentation. Dr. Moore shares how to create hyperlinks within ppt to adapt your teaching #CHEST2019 👇🏽

.@ammo_uw: How to write an engaging question:
- brief, clear
- for option choices
* similar length options
* avoid jokes / trivia
- consider non traditional question structures: doesn’t always have to be an ABCD type poll!

#CHEST2019

.@ammo_uw ask open ended questions, allows audiences to send in more descriptive responses!

If someone sends in a “weird” reply to such an engaging question, use it as a teaching moment ... or as @ahalraiyes said: just blame it on hacking! 😬😂

#CHEST2019 #CHESTMedEd

.@williamkellymd: Shares data on gamification with the educators by using a GAME! So meta. #CHEST2019

Diff between games and simulation: games usually are cost and resource effective! @accpchest

Games publications:
- 1.7% games lit about HPE
- 1000s of data since 2013 in med

.@williamkellymd: This 2018 trial showed so based game learning led to improved checklist scores in Med students inserting chest tubes in a subsequent pig lab. The data is building up for gameficiation in medicine!

#CHEST2019 #CHESTMedEd

Principles of building educational games:
- Peer reviewed
- Be authentic
- Strive for high learner satisfaction across all age groups
- know your audience
- Reward systems: eg Whack-a-doc (intrinsic/dopamine rewards better than economic)

@williamkellymd at #CHEST2019

.@ammo_uw: Key principles of Game Design at #CHEST2019:
- Challenge: clear objective
- Rules: easy to learn, fun to monitor (why @Jeopardy is a hit!)
- Reward: Instrinsic (something that makes you happy/proud) vs extrinsic (physical reward eg Fidget spinners)
- Feedback critical

.@ammo_uw: To build an effective #MedEd game:
- Know audience: MS vs resident vs attendings
- What will motivate audience: eg competition or food?
- Clear learning objectives
- Structure you game (see slide for how!)

#CHEST2019

Dr. Swati Gulati presenting our impromptu presentation to deliver an effective talk. And she’s made the whole room erupt in a chatter but having Neighbours tell each other what makes them not want to run! #CHEST2019

https://twitter.com/virenkaul/status/1185631349518020610?s=21

.@pkritek: giving a chalk talk is like “an animation in real time”!

* It puts onus on the educator to be well versed with the content as opposed to being dependent on slides!

#CHEST2019

.@pkritek: How to Plan a #ChalkTalk
- Intro in top corner
- 3 to 4 major take home messages
- MAP your presentations on an A4 sheet, so you know how the talk will flow
- Save your talks and build a collection

#CHEST2019 #CHESTMedEd

Alright, here’s the absolute #CHESTinsider snap from the #CHEST2019 educator’s course today:

During her chalk talk, @pkritek shares what’s in her educator’s bag. Check out the picture! So, my #MedEd folks, do you have such a bag and what’s in it? Let me know! @DrBCalifornia