Transcript PPT - Centre for Excellence in Enquiry

Personal Experience of
Facilitating Enquiry-Based
Learning in a New Programme
(what I am going to talk about)
• What is the new Manchester Dental
Programme
• Structure of the EBL sessions
• My role
• Problems
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TMDP
• The Manchester Dental Programme
• Bachelor of Dental Surgery
• Enquiry based learning approach spans its
5 year duration
• Basic scientific and clinical knowledge and
skills taught in parallel
– EBL sessions
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Structure of 1st year EBL
• 4 sessions (no longer than 55 minutes)
• Session 1-3
– Discussion of the problem (case)
– Formative assessment
– 15 minutes feedback in session 3
• Session 4
– Task oriented
– Tests analytical skills & application of knowledge
– Summative assessment
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1st Session
• Define roles
– Chair person
– Scribe
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Read problem
Identify unfamiliar terms and cues
Thought showers
Learning objectives (LOs)
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Example
James wanted to go to a shop to buy a quick
meal. Nearby was a Tesco shop and a
local shop selling fresh homemade food.
James was a diabetic and only had three
pounds to spend, but he wanted to buy a
healthy meal.
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Learning objectives
• Constituents of a healthy diet
• Dietary requirements for a diabetic
• Barriers to consumption of a healthy diet
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2nd and 3rd session
• Discuss agreed learning objectives
– No notes allowed
– Diagrams encouraged
– ‘revision’ of learning objectives
• Dynamics:
– Usually more lively
– More confidence
• Knowledge:
– Starts superficial
– Deeper understanding
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3rd Session/ feedback
• 15 minutes feedback
– Group dynamics
– knowledge
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4th session
• Assessed task to test analytical skills and
application of knowledge
– Drip feed
– Finding and explaining mistakes
– Quizzes
– Journal clubs
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My role
• Facilitate discussions
– Make sure students reach LOs
– Assist chairperson with group dynamics
– Sit quietly, observe and listen
– Nod, smile, frown
– Eye contact
– Occasional prompting
• Moderate feedback
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Problems: the ‘quiet’ person
• Why quiet?
– Not prepared
– Quiet personality
– Needs time to think critically
• Why is it a problem?
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Difficult to assess
Other members don’t benefit from experience
Doesn’t benefit from discussion
Dentist needs to communicate with dental team
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Problems: the ‘quiet’ person
• How to overcome:
– Make eye contact
– Ask them to chair
– Don’t allow them to scribe
– Give them an important part of the task
– Change seating arrangements
– Mention in formative assessment
– Talk to after class
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Problems:disruptive person
• Why is it a problem:
– Other members aren’t allowed to contribute
– Doesn’t benefit from discussion
– Prevent discussion from progressing
• How to overcome:
– Don’t make eye contact
– Ask to scribe
– Change seating arrangement
– Let group take care of it
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Problems:Silence
• Let it happen
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Problems:Asking direct questions
• What do people think?
• Reply with open-ended question
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Thank you
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Personal experience with EBL
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Masters Degree – taught by EBL
Reading books/papers
Trained in facilitating EBL sessions
Facilitate EBL sessions for 1st year
undergraduates
• Facilitate EBL sessions for 4th year
undergraduates
• 3rd year Orthodontic module
• Trained in moderating focus groups (NatCen)
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1st session
• Dynamics
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Chair responsible for managing session
Scribe_ writing
Silence
Confusion
Previous experience
Short cuts
• Knowledge
– Low levels of knowledge
– Previous experience
– (Prepared)
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