When we teach in medicine we want instructional learning – teaching students to independently use learning to accomplish tasks in clinical practice
Core to this is engaging them in their own learning
Here's how (Kraiger 2020):
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1. Use generative effects
Help your learners integrate + elaborate new knowledge by connecting their new + existing knowledge bases
After your session, prompt your students to apply what they’ve learned to a real clinical situations (+ demonstrate concepts to others)
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2. Use prompts/metacognition
Here the learner facilitates their own regulation of learning by questioning the learning strategies being used.
Get your students to provide explanations to connect your content to what they already know.
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3. Retrieval.
Have learners recall info that is now consolidated into their long-term memory.
This is done through frequent repeated testing on concepts learned throughout their training, not just in the session. So follow up on your teaching on the shop floor.
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Polls are a great way to get some engagement during your online teaching session. But don’t just cobble together some random questions. Think about what you are trying to achieve.
Benefits:
Active learning
Engagement with content
A thread
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Students who interactively participate in class learn the material better, retain concepts. and apply them more effectively than students who don’t (see refs at the end).
Take the time to consider when, why, and how you are using polls.
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Timing: before the session - assess expectations + check baseline.
'Plenty-of-time teaching' allows open-ended and multiple-choice questions that engage learners before the session
Do this a few hours (or more) before the session and you can adapt the content accordingly
How do you optimise your slides, audio or video when delivering online teaching?
There are many learning theories out there, but Mayer’s Multimedia Learning Theory is epic.
Read this thread + use his theories to improve learning transfer
Non-ideal slide to get started👇
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The theory has 3 main assumptions:
1. Dual channels: there are 2 channels (auditory + visual) for processing info from sensory memory
2. Limited capacity: each channel has a limited working memory capacity
3. Active processing: multimedia learning is an active process
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And 5 cognitive processes
1. Select relevant words from text/audio 2. Select relevant images 3. Organise the words into a coherent verbal representation 4. Organise images into a coherent pictorial rep 5. Integrate 3 + 4 w/ prior knowledge
Virtual conferences/presentations to larger audiences are a challenge. There are pros and cons of pre-recording sessions.
It’s not a case of:
Pre-record = bad
Live = good
There is nuance.
A thread...
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Make the decision that serves the core groups' interests best (in order of priority):
1. The audience - must learn + feel connected 2. The speaker - must feel supported, empowered, + valued 3. The organiser - must be able to practically deliver
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As speakers we prefer a F2F audience. We like to hear them laugh at our great jokes, gasp at the cliffhangers, + know when their eyes drift so we can pull them back.
We can’t do this in a virtual presentation. We must accept this and adapt what we do.
The pandemic has posed new challenges for deaf staff. Inability to lip read through masks, noisy environment, masks muffling sounds all pose new barriers. In our departments, it’s our job to provide support for trainees/staff. A thread - thanks entirely to @DocFizzabella
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Embarrassingly this isn’t something I’ve had to think about before. Thanks to @DocFizzabella (who is joining us @RLHPED later this year) my awareness is higher. She has provided me with this wonderful framework for support. It's things we can all implement in our department
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The trainee can apply for Access to Work, a gov funding programme of up to £60k per year per person to pay for all necessary equipment such as radio microphones, transcription service, upgraded hearing aids if required plus many other things that may meet their needs.