Transcript Module 07 - Facilitation

Facilitate Group Learning
Introduction
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Why do students
enjoy working in
small groups?
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What kinds of smallgroup exercises can
you using in your
teaching?
Objectives
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Select, plan, and facilitate group learning
activities
Create and facilitate a role play
Create and facilitate a case study
Create and facilitate a clinical simulation
Facilitate a brainstorming session
Facilitate a discussion
Group Learning Examples
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Prepare a role play
React to a case study
Respond to a clinical
simulation
Brainstorm
Discuss
Advantages of Group Learning
Activities #1
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Involve all students
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Allow students to interact, ask questions, and
learn from one another
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Give students opportunities to identify, analyze,
and solve problems
Advantages of Group Learning
Activities #2
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Permit students to express their thoughts,
opinions, and concerns
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Provide opportunities for practice in presenting
information to a large group
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Help students explore and change attitudes
Plan Group Learning Activities
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Activities should be challenging, interesting
and relevant
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Make sure the activities support the objectives
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Describe the activity on paper, list the supplies
you will need and consider the number of
students and the space available
Facilitating Group Learning Activities
#1
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Describe the activity before dividing the
students into small groups
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Explain how the group should record its
decisions
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Suggest how each group will report back to the
larger group
Facilitating Group Learning Activities
#2
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Instructions to the group (orally and on a
flipchart, handout or transparency) usually
include:
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The activity description
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What the students will do
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Time limit
Facilitating Group Learning Activities
#3
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Reporting options include:
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Oral reports from each group
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Responses to questions about the activity
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Role plays developed and presented by
students in the small groups
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Recommendations from each group
Role Play
A role play is a
learning activity in
which students play
out roles in a
simulated situation
that relates to one
or more learning
objectives.
Role Play Advantages #1
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Role plays encourage student participation and
stimulate thinking.
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They motivate students by involving them in a
realistic situation.
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Role plays help students understand another
person’s perspective or situation.
Role Play Advantages #2
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Role plays can inform, assess, and improve a
variety of students’ skills and attitudes
(communication and interpersonal skills
needed to interview, counsel, and treat
patients)
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Role plays give students opportunities to
receive feedback on their performance in a
safe setting
Create a Role Play #1
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Decide what the students should learn (the
objective)
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Select an appropriate situation
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Identify the roles
Create a Role Play #2
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Determine if the role play will be:
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Informal – acting it out with little or
preparation time
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Formal – planned in advance with
instructions
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Clinical demonstration – working with
anatomic models and simulated patients
Create a Role Play #3
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Determine if the students will report the results
of their discussion of the role play in writing or
orally to the entire group.
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In some cases, the role plays are done only in
small groups. Then one or more groups may
present theirs to the large group and/or the
teacher will facilitate a discussion focusing on
the role plays.
Facilitate a Role Play #1
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Explain the nature and purpose of the exercise
(the objectives).
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Define the setting and situation of the role play.
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Brief the participants on their roles.
Facilitate a Role Play #2
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Explain what the other students should
observe and what kind of feedback they should
give.
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Provide the students with questions or
activities that will help them to focus on the
main concepts being presented.
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Keep the role play brief and to the point.
Facilitate a Role Play #3
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Engage students in a followup discussion.
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Provide feedback, both positive and
suggestions for improvement.
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Summarize what happened in the session,
what was learned, and how it applies to the
skill being learned.
Sample Role Play
Let’s look at Sample
7-1.
Case Study
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A case study is a learning activity that uses
realistic scenarios focusing on a specific issue,
topic, or problem.
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Students typically read, study, and react to the
case study individually or in small groups.
Possible Case Study Activities #1
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Define the problem in the case study and
develop suggestions for solutions.
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Respond to a clinical situation by suggesting
appropriate interventions and discussing them.
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Evaluate clinical decisions and the process
used to make the decision in the case study.
Possible Case Study Activities #2
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Identify the possible impact of choices or
decisions made in the case study.
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Analyze the causes of a problem.
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Identify attitudes that may influence the
healthcare providers’ behaviors described in
the case study.
Why Case Studies?
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Focus on real-life problems or situations
Develop problem-solving and decision-making
skills
Strengthen students’ ability to apply
information
Clarify and expand students’ knowledge
Explore and change attitudes
Case Study Advantages
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Actively involves students and encourages
interaction.
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React to realistic and relevant cases that relate
directly to the course and often to future work.
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Reactions often provide different perspectives
and different solutions to problems.
Create a Case Study #1
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Decide which objective the case study will help
address, and decide what the students should
learn from the case study.
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Identify the topic, issue, or problem on which
the students will focus.
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Ensure that the case study presents a real
situation.
Create a Case Study #2
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Determine whether the case study will be
completed by individuals or in small groups.
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Provide students with reaction activities that
will guide them in completing the case study.
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Decide whether students will report the results
of their work on the case study in writing or
orally to the entire group.
Facilitating a Case Study
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Provide clear directions, including how to
complete the case study, how to present the
answers, and the time limit or due date.
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If the students are working in groups, suggest
that each group select someone to act as the
recorder.
Typical Reaction Exercises
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Analysis of the problem
Responses to case study questions
Problem solutions
Discussion of the responses
Summary of the key points
Sample Case Study
Let’s look at Sample
7-2 on Page 7-11.
Clinical Simulation
A clinical simulation
presents the learner
with a carefully
planned, simulated
patient management
situation.
Types of Simulations
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Written simulations
Role play simulations
Mediated simulations
Physical simulators
Live simulated patients
Why Clinical Simulations?
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Help students practice responding to
emergency situations.
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Help students develop critical thinking skills.
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Assess students’ ability to integrate
knowledge, skills, and attitudes into providing
healthcare in a simulated setting.
Clinical Simulation Advantages
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The same clinical simulation can be used
repeatedly until the students master the
situation it presents.
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Time can be shortened or lengthened in a
clinical simulation.
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Clinical simulations can be tailored to specific
instructional objectives.
Creating a Clinical Simulation
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Define the objective of the clinical simulation
and the expected outcome.
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Based on your objectives, prepare a case from
your past experience that relates to the
learning objectives.
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Create a patient scenario that includes the
problem, the related lab and diagnostic results,
and possible outcomes for different
interventions.
Present the Case #1
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Ask two or three students to prepare a case for
presentation from their clinical experience.
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When it is time to present, have the students
share the presenting complaint.
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Stop them, ask other students what they think
the problem or diagnosis could be, and tell
them to explain their answers.
Present the Case #2
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Allow students to present additional relevant
data.
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Stop, ask if they have changed their views, or
what their next steps would be, and why.
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Continue this process of allowing information
to be revealed in steps, and asking and
responding to students’ answers.
Conduct a Simulation with Models #1
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Set up the area as realistically as possible.
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Present the initial information about the patient
or the situation.
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A student then responds to that information
and identifies what other information is
needed.
Conduct a Simulation with Models #2
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Continue to provide pieces of information and
ask questions of the students. “What would
you do next?” “What information would you
need now?” “Why did you make that decision?”
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Provide the student or students with feedback
on their responses.
Sample Clinical Simulation
Let’s look at the
Sample 7-4 on Page
7-22.
Brainstorming
Brainstorming is
generating a list of
ideas, thoughts, or
alternative solutions
that focus on a
specific topic or
problem.
Why Brainstorming?
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Stimulate interest in a topic
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Encourage broad or creative thinking
Advantages of Brainstorming
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Allows students to share their ideas without
criticism
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Allows for creative thinking
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Generates ideas
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Allows for expressing opinions
Facilitating Brainstorming #1
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Share the objective of the brainstorming
session.
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Explain the ground rules before beginning the
session.
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All ideas will be accepted
Discussions of suggestions are delayed until after
the activity
No criticism of suggestions is allowed.
Facilitating Brainstorming #2
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State the topic or problem. Clearly state the
focus of the brainstorming session.
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Maintain a written record on a flipchart or
writing board of the ideas and suggestions.
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Provide opportunities for anonymous
brainstorming by giving the students cards on
which they can write their comments or
questions.
Facilitating Brainstorming #3
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Involve all of the students and provide positive
feedback in order to encourage more input.
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Review written ideas and suggestions
periodically to stimulate additional ideas.
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Conclude brainstorming by summarizing and
reviewing all of the suggestions.
Discussion
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A discussion is an opportunity for students to
share their ideas, thoughts, questions, and
answers in a group setting with a facilitator.
Discussions Support Other Methods
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Conclude a presentation
Summarize the main points of a videotape
Check students’ understanding of a clinical
demonstration
Examine alternative solutions to a case study
Explore attitudes exhibited during a role play
Analyze the results of a brainstorming session
Discussion Advantages
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Provide a forum to discuss attitudes
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Emphasize key points
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Create interest and stimulate thinking about a
topic
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Encourage active participation
Types of Discussions
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Group discussion that focuses on the learning
objectives (planned in advance).
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General discussion that addresses students’
questions about a learning topic.
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Panel discussion.
Planning A Discussion
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Objectives of this discussion? How long should
it last?
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Students have some knowledge/experience
with topic?
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Is there enough time available?
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Are you prepared to direct or control the
discussion?
Facilitating A Discussion #1
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State the topic as part of the introduction.
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Shift the conversation to the students.
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Allow the group to direct the discussion; act as
a referee and intercede only when necessary.
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Summarize the key points of the discussion
periodically.
Facilitating A Discussion #2
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Ensure that the discussion stays on the topic.
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Use the contributions of each student and
provide positive reinforcement.
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Encourage all students to get involved.
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Ensure that no one student dominates the
discussion.
Summary
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What questions do you have regarding the use
of case studies, role plays, clinical simulations,
brainstorming and discussions?
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How can these teaching methods be used
where there are large numbers of students?