Flipping College Medicine Side
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Learn how we have implemented audience response systems in the curriculum at the University of Illinois at Chicago College of Medicine program.
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Flipping College Medicine Side
- 1. Flipping the College of Medicine on Its Side Max Anderson, MLIS, Instructional Designer Julie Mann, MA, Associate Director University of Illinois at Chicago College of Medicine Undergraduate Medical Education
- 2. Attributed to Jean-Marc Côté between 1899-1910
- 3. Malcolm Knowles “Andragogy” • Establish an effective learning climate, where learners feel safe and comfortable expressing themselves • Involve learners in diagnosing their own needs – this will help trigger internal motivation • Involve learners in evaluating their own learning – this can develop their skills of critical reflection
- 4. © Copyright Roy William Shakespeare and licensed for reuse under this Creative Commons License.
- 5. Students learn best by…
- 6. Students learn best when instructors employ active teaching methods like: A.Lecture B. Audio-Visual C. Practice D.Reading
- 7. “Tell me, and I forget. Show me, and I remember. Involve me, and I understand” ~ Chinese proverb
- 10. Faculty are uncomfortable with the technology; fear of not being in control Students might not being their device to class, or it doesn’t work for whatever reason Activities that are not centered on student learning and achievement give the perception of busywork
- 11. • Demonstrated how to use clickers • Let them borrow a receiver base - play in order to learn • Documentation • One-on-one meetings • Hand-holding • Work with faculty on question writing
- 12. • Demonstrated how to use clickers • Students caught on pretty quickly • Well-written questions • Timely use
- 13. Q1 A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows? a) Minerals in the soil b) Organic matter in the soil c) Gases in the air d) Sunlight Q2 What causes the seasons? a) The change in the earth’s distance from the sun during the year b) The tilt of the earth’s axis c) Changes in the sun’s brightness d) Changes in the clouds e) None of the above
- 14. • Survey / Demographic Data • Simple Retention / Conceptual “One Right Answer” • Discussion or “No One Right Answer” • Opinion / Critical Thinking • True / False • Application of Factual knowledge • Prediction / Reasoning
- 15. I feel that using clickers today helped me to participate in class. A.True B. False
- 17. Selected References Forest, C.P. (2012). The effect of audience response systems on adult learning: Evidence-based rationale and audience response systems implementation guide. The Journal of Physician Assistant Education, 23(4), 54-59. Hayden, S. (2013). Teaching with technology: Dr. Angel Hoekstra and Dr. Stephanie Mollborn on clickers. Retrieved from http://assett.colorado.edu/teaching-with-technology-dr-angel-hoekstra- and-dr-stefanie-mollborn-on-clickers/ Hoekstra, A. (2008). Vibrant Student Voices: Exploring effects of the use of clickers in large college classrooms. Learning, Media and Technology 33(4), 329-341. LaRose, J. A. (2009). Engage your audience. Professional Safety, 54(6), 58-62. Latessa, R. and Mouw, D. (2005). Use of an audience response system to augment interactive learning. Innovations in Family Medicine Education, 37(1), 12-14. MacGeorge, E. L. et al. (2008). Student evaluation of audience response technology in large lecture classes. Educational Technology, Research and Development, 56(2), 125-145. Mazur, E. (1997). Peer Instruction: A User’s Manual. Upper Saddle River: Prentice Hall Stowell, J. R. and Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253-258.
- 18. Max Anderson, MLIS, Instructional Designer max@uic.edu Julie Mann, MA, Associate Director jlmann@uic.edu University of Illinois at Chicago College of Medicine Undergraduate Medical Education
Editor's Notes
- The University of Illinois at Chicago, College of Medicine (UIC COM) is in a major state of flux and is working to incorporate more active learning experiences in the classroom, much like other medical schools across the country. There is a $15 million renovation that is in the final stages of construction, to transform traditional lecture halls into active learning spaces. One lecture hall in particular that used to take up two floors will become two large rooms that will be designated as active learning spaces and will be connected to each other via large monitors (closed-circuit televisions) and audio devices. Various innovative teaching methods have been implemented and evaluated, each with varying degrees of success and failure. Before we talk about what has worked and not worked with implementing audience response systems, we should mention that we have also tried out other active learning methods like TBL & small group. We have been trying to get away from the whole ‘sage on the stage’ idea to employ methods that include students in their own learning. While large group lecture and presentation remains the easiest method for delivering content, it is also criticized for its inability to engage students in their learning and for students to absorb the information being presented. I want to recognize, that some students actually learn better in the typical lecture format, but the majority do not. Millennial students are naturally drawn to Audience Response Systems (ARS) because of the instant results and the anonymity it can provide. Through the use of ARS, lecturers are able to engage with students and gauge comprehension and at the same time demonstrate to the class that other students have or have not grasped a new or difficult concept. Based on this… Malcolm Knowles introduced the term “andragogy” to North America, defining it as “the art and science of helping adults learn” His five assumptions: Adults are independent and self-directing They have accumulated a great deal of experience, which is a rich resource for learning They value learning that integrates with the demands of their everyday life They are more interested in immediate problem-centered approaches than in subject-centered ones They are more motivated to learn by internal drives than by external ones
- ARS are handheld pocket-sized remote control devices that use signals to transmit and record participants’ responses to clicker questions instantly during a lesson. Each clicker has 5 buttons labeled A-E and these correspond to answer choices to a question posed by the instructor. A real-time histogram is generated and can be used to show the class responses. This enables the instructor to get a snapshot of whether the students are following a lecture or there is a need to review content. Audience Response Systems (ARS) can be used in active learning classrooms to break up the monotony of standard lecture-only learning experiences. Faculty who are used to the lecture-only style of teaching, may not have been properly introduced to ARS or understand how to incorporate them into active teaching and learning experiences. ARS can provide a stimulating form of two-way communication. This communication then enables faculty to perform real-time assessments of the learning needs of their undergraduate students. It also enables the faculty the ability to discern whether the students have mastered key concepts or whether there are learning gaps to be addressed. Students may be disinterested in the topic, preoccupied, or overwhelmed by the subject matter. Faculty members often comment that when they are lecturing, they look out into the audience and have no idea if the students are learning or just showing up. Incorporating ARS into their teaching style will effectively address this issue and enhance student learning and engagement. Each device has a serial number and we require the students to register them via Blackboard. Clickers involve students through peer discussion and allows them the opportunity to respond in a more anonymous way, without fear of consequence. The use of clickers has been shown to promote advanced reasoning skills, (of course this is dependent on the types of questions that are used). It involves the students in the learning process, which means they are more likely to make sense of material that is presented and are more likely to perform well on assessments. Actively engaged students also stay attentive and absorb more content to strengthen their learning outcomes. Audience Response Systems (ARS) can be used in active learning classrooms to break up the monotony of standard lecture-only learning experiences. Issues we have run into at COM: Struggles to integrate more active learning in our classrooms. Not getting buy-in before they were initially incorporated in the classroom Workshops by companies to train faculty weren’t very good Students not showing up for class regardless of active learning methods employed Julie can talk about this more in-depth.
- Clicker Question demonstration
- Answer is C
- Lecturing or large group teaching is one of the oldest forms of teaching. They are an effective means of transferring knowledge and concepts to large groups. They can be used to stimulate interest, explain concepts, provide core knowledge, and direct student learning. However, they should not be regarded as an effective way of teaching skills, changing attitudes, or encouraging higher order thinking. Large group formats tend to encourage passive learning. Students receive information but have little opportunity to process or critically appraise the new knowledge offered. How do you use interactivity in your classroom?
- Flickr User: venosdale Taking risks with technology in the classroom – what has been risky for you and what has worked?
- Creative Commons – Flickr user: Key Whytock https://www.flickr.com/photos/7815007@N07/14863265760/in/pool- Technology implementation is usually harder than it was initially expected to be The vision is harder to pull off when you are trying to herd katz. Everything is great, in theory!
- Creative Commons – Flickr user: M. G. Kafkas (thecaucas) Faculty risks: Faculty who are used to the lecture-only style of teaching, may not have been properly introduced to ARS or understand how to incorporate them into active teaching and learning experiences. ARS can provide a stimulating form of two-way communication. Faculty are uncomfortable with the technology or there are technical issues Students might not bring their devices to class, or it does not work (or their batteries are dead) Familiarity with system takes time Writing effective multiple choice questions Spontaneous adaptation may be necessary Class-wide discussions maybe difficulty to manage While PowerPoint can augment a lecture, it can also lead to “transferring massive amounts of information in a passive learning environment” (Forest, 2012). Student risks: Students may lose focus of the intended outcomes Students may be disinterested in the topic, preoccupied, or overwhelmed by the subject matter. Faculty members often comment that when they are lecturing, they look out into the audience and have no idea if the students are learning or just showing up. Poor lecturer expertise may impact on degree of engagement Activities that are not centered on student learning and achievement give the perception of busywork Incorporating ARS into their teaching style can effectively address this issue and enhance student learning and engagement. Students can be included in the process of discovery and provide them an opportunity to engage in discussion and construct their own understanding of difficult topics. Even if the instructor employs active learning methods, why might students still not be engaged? White, et al. (2014). Why are students ‘checking out’ of active learning in a new curriculum? Medical Education, 48,3, 315-324. “Students' reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration. Students' comments also suggest that their reluctance to participate regularly in class may be because they have not yet achieved the developmental level compatible with adult and active learning, on which the curriculum is based. Challenges include helping students better understand the nature of deep learning and their own developmental progress as learners, and providing robust faculty development to ensure the consistent deployment of higher-order learning activities linked with higher-order assessments.”
- Creative Commons – flickr user The Q Speaks (theqspeaks) Demonstrated how to effectively use ARS The Office for Undergraduate Medical Education (UGME) has an i>Clicker base and ~50 devices for practice – let faculty borrow to ‘play’ in order to learn Created documentation on how to use ARS Met with faculty one-on-one We are present and supportive (aka hand-holding) Work with them on question writing
- Creative Commons – flickr user The Q Speaks (theqspeaks) During orientation, introduced clickers to students with easy, silly questions As we got into the semester, it was increasingly apparent that the questions needed to be well-written and directly relate to their preparatory reading. We stress that the students need to bring their device to every class. As not all faculty have embraced clickers, students get complacent and forget to bring them. It’s also important to break up a lecture with some sort of activity so as the earlier slide expressed, approximately every 15 minutes or so. This means in a 50 minute lecture, there would be 2-3 clicker questions.
- Creative Commons – flickr user Tim O’Brien (oberazzi) What are the ‘right’ types of questions to use with clickers? That depends on the goals set up for the class. What’s the difference between these two questions? One of them requires reasoning, while the other one really does not reflect necessary understanding of the subject. (Question 2 requires reasoning)
- Survey/Demographic Data Example What range includes your age? A. 18-24 B. 25-44 C. 45-64 D. Older than 65 Simple Retention / Conceptual “One Right Answer” Example Within each medical school class, there are usually a few couples that end up marrying each other. This behavior of preferred marriage within a cultural group is called which of the following? A. Consanguinity B. Endogamy C. Founder effect D. Natural selection Discussion or “No One Right Answer” Example When you were growing up, which of your parents made the most money? A. Mom earned more B. Dad earned more C. Don’t have two opposite-sex parents Opinion / Critical Thinking Example Do you know someone who has cancer (of had it in the past?) A. Yes, someone close to me B. Yes, but I did not know them well C. No D. Not sure Application of Factual Knowledge Phenylketonuria (PKU) is an autosomal recessive condition. About one in every fifty individuals is heterozygous for the gene but shows no symptoms of the disorder. If you select a symptom-free male and a symptom-free female at random, what is the probability that they could have a child afflicted with PKU? A. (.02)(.02)(.25) = 0.0001+0.01%, or about 1/10,000 B. (.02)(.02) = 0.0004 = 0.04%, or about 1 /2,500 C. (1)(50)(2) = 100% = all D. (1)(50)(0) = 0 = none Prediction / Reasoning Example Disregarding the relative feasibility of the following procedures, which of these lines of research is likely to provide us with the most valid and direct evidence as to evolutionary relations among different species? A. Analysis of the chemistry of stored food in female gametes. B. Analysis of the enzymes of the Krebs cycle. C. Observations of the form and arrangement of the endoplasmic reticulum. D. Comparisons of details of the molecular structure of DNA. E. Determination of the total percent protein in the cell.
- Add a question based on “what makes a good question”
- Created: Publicity release is not dated, but refers to the eight anniversary of the show on 1 February. The back has been stamped February 1954. The show began on radio in 1946. A television version started in 1949; it aired on DuMont from 1951 to 1954. This would have to be in 1954, since it's a DuMont photo.27 August 2011 (original upload date)
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