EGR Presentation Archives

Education Grand Rounds Home

EGR Presentation Archives

Welcome to the EGR presentation archives. Education Grand Rounds offers OUHSC faculty information about tools, innovations, and strategies for teaching and learner assessment. The archives provides a description of all programs presented to date, including links to Powerpoints or other resources provided by each presenter. Since 2007, EGR has recorded each presentation on Mediasite for viewing at a later time. To view, click the link below...

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November 2007 Curtain Call Link...

The Use of Student Reflective Portfolios in Health Sciences Education

Presented by Cecilia Plaza, Pharm.D., Ph.D., Director of Academic Affairs and Assessment, American Association of Colleges of Pharmacy at the OUHSC College of Pharmacy

Link to presentation:

Friday, October 19, 2007

Simulation Programs in Education - Their Use and Their Benefits

Presented by:
Roger Sheldon, MD, MPH and Barbara O'Brien, MSN
College of Medicine

Link to presentation:

http://tvs-media-ex.ouhsc.edu/Mediasite/Viewer/?peid=41d7c15f-1a63-4863-a35e-16c40de1fffd

Friday, September 21, 2007

Exploring the Learning Frontier

Presented by:
Chittur A. Sivaram, MD
2007 Regents Teaching Award Winner
College of Medicine

• How would you define the "learning frontier" for your students? Given that definition, how have you (or how are you) teaching them to excel?
• What does it take to teach successfully in your environment? How do you measure "success" as an educator?

Link to presentation:

http://tvs-media-ex.ouhsc.edu/Mediasite/Viewer/?peid=62e993fe-527d-4e7e-9ea3-d317c23f8ba4

2006-2007 Program Year

Friday, May 18 and June 15, 2007

Journal Club Presentations

Please join Education Grand Rounds (EGR) for Journal Club round-table discussions. Selected journal articles from peer reviewed publications will be discussed in a round-table setting promoting optimal conversation and discussion of new ideas and research.

Friday, April 20, 2007

Education Grand Rounds Spring Fling!

2007 marks the 4 year anniversary of the OUHSC Education Grand Rounds Program!  Join the EGR Advisory Committee to celebrate your commitment to teaching and learning, share a story of your greatest or most surprising moment as a teacher, help us brainstorm topics for the 2008-09 EGR programs, get your picture taken in "casual" learning or professorial mode so we can make the EGR website more attractive to our campus!

We look forward to seeing you on Friday, April 20, 2007, in the Bird Library Auditorium in OKC or 1F15 in Tulsa.  Refreshments will be provided, courtesy of the EGR Team, for the first 50 attendees!

Friday, February 16, 2007

Educational Scholarship Poster Day

Please join Education Grand Rounds (EGR) for its inaugural Educational Scholarship Poster Day on Friday, February 16, 2007.  Educational Scholarship Day will highlight the educational mission and reinforce the principles of educational scholarship and peer review as tools to demonstrate and benchmark academic accomplishments as an educator.  Presentations by OUHSC faculty from the colleges in Oklahoma City and Tulsa will provide examples of scholarly works–in-progress, innovations in instructional design and teaching methodologies, as well as examples of educational content and measures of effectiveness based on learning methods and/or outcomes. Presentations will be held from 11:00 am – 12:00 pm , with general viewing from 12:00 – 2:00 pm. To see a list of poster titles and authors, click on the link below.

Scholarship Day Poster Titles & Authors

If you have any questions, please feel free to contact Laura Fentem in the Office of Faculty Development & Interdisciplinary Programs at 271-8001, X-48402.

Please join us for this inaugural event and support our faculty as they showcase their educational innovations!

Friday, January 19, 2007

Use of an Artificial Intelligence-Derived, Computer Assisted Tutor to Teach to and Assess Diagnostic Competencies

Presented by Special Guest Speaker

Frank Papa, D.O., Ph.D.
Assistant Dean, Curricular Design and Educational Technologies, University of North Texas Health Sciences Center

Objectives:

1. Understand the cognitive models researchers use to explore the knowledge base structures and information processing methods hypothesized as underlying the development of diagnostic competence.
2. Understand the psychometric deficiencies associated with current assessments of diagnostic competence.
3. Understand the advantages of new, "Problem-Specific" instructional and assessment approaches to developing diagnostic competence.

PRESENTER BIOSKETCH:

Frank Papa, D.O., Ph.D., began his career in the private practice of Emergency Medicine in 1976.  He accepted an academic position in Emergency Medicine in 1979 at the University of North Texas Health Sciences Center.  In 1981 he had an encounter with a medical student that would change his career—the student asked him how he had just diagnosed a somewhat atypical patient presentation of myocardial infarction.  He proceeded to give the student “the usual” academic explanation—listing the patient’s signs and symptoms and then describing how they were associated with a cardiac event.  The student said thanks but then replied—“that’s not my question—I want to know how your mind was using/processing those signs and symptoms to arrive at a diagnosis.”  Dr. Papa proceeded to open his mouth and respond, but nothing came out.  He didn’t really know how he was processing information in order to make a diagnosis.

Dr. Papa had some experience with computers and artificial intelligence techniques, and within a year, created a rudimentary, computer-based model of how information might be processed in arriving at a diagnosis.  With some success, he subsequently went on to perform a number or preliminary trials utilizing that model (subsequently called KBIT – Knowledge Based Inference Tool) to compare and contrast the knowledge base and information processing methods of clinical novices (students) and expert clinicians.  With mounting evidence of the model’s validity, he went on to pursue a Ph.D. in Higher Education within the Department of Computer Education and Cognitive Systems at the University of North Texas.

Over the past 25 years, Dr. Papa has presented and published over 100 works describing the cognitive elements underlying the development of diagnostic competence.  Over the past seven years, he has focused his research efforts towards the development of an artificial intelligence-derived, computer-assisted tutor designed to instruct and assess diagnostic competencies.  Dr. Papa currently serves as professor of Emergency Medicine and Medical Education, and as Assistant Dean, Curricular Design and Educational Technologies at the University of North Texas Health Sciences Center.

Friday, November 17, 2006

Best Practices/Suggestions for Submitting a Good IRB Proposal

Pamela Cedeno, IRB Coordinator

Link to PowerPoint: Cedeno Presentation 11-17-06

Friday, October 20, 2006

Navigating the Landscape of Educational Scholarship

Sonia J. Crandall, Ph.D., M.S.
Wake Forest University School of Medicine

Sonia Crandall, Ph.D., M.S., is Professor of Family and Community Medicine and Director of the Leadership and Mentoring Program for the Women's Center of Excellence for Research, Leadership, Education (WHCoE) at Wake Forest University School of Medicine. Dr. Crandall has been on faculty at WFUSM since 1994. From 1989 to 1994, she was a faculty member and Director of Faculty Development in the department of Family Medicine at the University of Oklahoma College of Medicine. Dr. Crandall received her Ph.D. in Adult and Community Education from the University of Oklahoma. She earned a B.S. in Zoology from Western Illinois University, and Master's degrees in Education and Epidemiology from the University of Illinois and Wake Forest University School of Medicine, respectively.

From 2000-2006, Dr. Crandall was director for the Medicine as a Profession course, a two-year preclinical course. She has been actively involved in face-to-face teaching for the past 17 years. She has a long-standing interest in medical education, faculty development, and educational research and has published several articles related to medical student education. She was a member of the task force that prepared the handbook for reviewers of research manuscripts, which was published in the 2001 September issue of Academic Medicine. She has co-authored several funded federal grants and is currently Project Director or Co-Director on three. She was a Fellow of the 2005-2006 class in the Hedwig van Amerigen Executive Leadership in Academic Medicine (ELAM) Program for Women.

Overview

In academic medicine, teaching as a scholarly function of the professorate historically has not been considered enough for promotion and tenure.  Fortunately, the terrain for health professions educators in academe is becoming more easily traveled.  Boyer’s “Scholarship Reconsidered: Priorities of the Professoriate” has generated dialogues regarding the “roles, expectations, recognition, and academic advancement” for the faculty heavily invested in teaching (GEA Consensus Conference, February 2006).  The purpose of this Education Grand Rounds session is to provide educators with a framework for mapping a route through this new terrain.

Objectives:

1. Characterize educational scholarship.
2. Discuss frameworks for assessing the quality of educational scholarship and providing a systematic approach to presenting your work.
3. Formulate a scholarly educational question to investigate.
4. Identify opportunities to “educate” members of the Promotion and Tenure committee to help them more easily recognize and reward educational scholarship.

Link to View Presentation:

http://w3.ouhsc.edu/tvservices/Producer/EGR/EGR_102006_files/Default.htm

Friday, September 15, 2006

The Influence of Format for Case Response on Student Thinking

Melissa S. Medina, Ed.D.
Director of Instructional Sciences and Assessment
College of Pharmacy

The purpose of this Education Grand Rounds session is to provide educators with an example of educational research to serve as a model for faculty considering conducting educational research projects.  Discussion of the specific steps for the development and completion of an educational research study will be framed through the lens of a specific study that explored the use of cases in instruction.

Objectives:

• Reflect on teaching experiences and observations that could lead to creation of an educational research question and study
• Review the development a specific educational research idea and study that focused on the use of cases in instruction
• List specific steps for starting and completing an educational research project.
• Identify the elements of a well designed educational research study

Link to View Presentation:

http://w3.ouhsc.edu/tvservices/Producer/EGR/EGR091506_files/Default.htm

2005-2006 Program Year

Friday, June 16, 2006

Creating the Educator’s Profile, Portrait and Portfolio

Valerie N. Williams, Ph.D.
Associate Vice Provost for Faculty Development & Interdisciplinary Programs
Associate Dean for Faculty Affairs, College of Medicine

The purpose of this session is to introduce the Educator's Portfolio as a tool for faculty reflection, self- and peer-assessment, and structured documentation of teaching and broader educator roles.  The overall goal of the session is to provide a framework for structuring an educator's portfolio and to address frequently asked questions about what to include and how to use a portfolio as a resource toward achieving educational goals and/or toward academic advancement review. 

Objectives:

• Describe purpose of an educator's portfolio
• Teaching roles and their relationship to portfolio sections
• Creating a personal teaching profile
• Describe uses of a portfolio as a resource for self- and peer- evaluation

Materials:

1. Presentation: Creating an Educator's Profile, Portrait and Portfolio (PowerPoint Show)
2. Worksheet 1: Getting Started -Use Your Passion & Philosophy to Create, Educator's Profile & Portrait (PDF)
3. Worksheet 2: Building a Detailed Educator's Portfolio (PDF)

Friday, May 19, 2006

Educational Scholarship

Chris Candler, M.D., Association of American Medical Colleges

This session will introduce the role and importance of educational scholarship in academia. The overall goal of the session is to review the available mechanisms for peer review and dissemination of educational scholarship toward the end of advancing the knowledge base of health sciences educational techniques.

Objectives:

• Define educational scholarship
• Analyze the principles of educational scholarship
• Discuss two important components of educational scholarship: peer review and dissemination
• List the challenges of educational scholarship in the healthcare setting
• Explore the use of MedEdPORTAL in facilitating educational scholarship

Friday, April 20, 2006

Virtual Worlds for Educating Healthcare Providers for Functioning Interdisciplinary Teams

LeRoy Heinrichs, M.D., Stanford University School of Medicine

The EGR Team, in collaboration with the Office of Educational Development and Support in the College of Medicine will bring you a wonderful opportunity for the April 21, 2006, Education Grand Rounds Program. Dr. LeRoy Heinrichs a graduate of the University of Oklahoma College of Medicine, who is on the faculty at Stanford University School of Medicine will join us as a special guest presenter. If you teach today’s highly computer literate learners, we think you’ll see a few tips and strategies for engaging the contemporary student through the teaching/learning modality to be demonstrated.

We will set up a virtual world between Oklahoma City, Tulsa, and Stanford, for the EGR Program with 1/3 of the clinical team in Oklahoma City, 1/3 in Tulsa, and 1/3 at Stanford. The online computer-based simulators will allow simultaneous participation by the faculty players in these different locations.  This virtual environment will allow avatars (i.e., a movable three-dimensional image that can be used to represent somebody in cyberspace) manipulated by geographically dispersed users, to enter a shared simulated setting.  In this virtual world, members will work together, in real time and with live voice communication, to mange a computer-based patient that exhibits signs and symptoms requiring basic life support skills. 

Friday, February 17, 2006

BlackBoard (Bb) Blackbelt! Using Bb and WebCT for Clinical Education

Frank Ribaudo, Instructional Designer, College of Public Health
Nancy Letassy, Pharm.D., Associate Professor, College of Pharmacy
Deborah Wisnieski, M.S., A.R.N.P., Instructor, College of Nursing
Dena Barley, Manager, Electronic Medical Records, OU Physicians

Objectives:

1. Demonstrate ways to use Blackboard other than the traditional Teacher/Student/Classroom environment.
2. Explore alternative and/or innovative ways to use Blackboard technology through help and support of campus Blackboard team.
3. Apply multimedia techniques to clinical practice issues in Web based teaching.
4. Develop an ethical teaching/learning plan for use with sensitive professional practice issues.
5. Use Blackboard to maximize faculty time.
6. Use Blackboard to prepare students to enter their practicums sooner and with a stronger foundation.

Friday, January 20, 2006

Team-Based Learning: An Instructional Strategy for Teaching an Endocrine Module for Third Year Pharmacy Students Across Two Campuses

Nancy Letassy, Pharm.D., College of Pharmacy

Description: Team based learning has many potential applications. This session wil offer participants ways to:

• Review the key principles of team-based learning (TBL).
• Describe how these principles were implemented in a five-week endocrine course.
• Discuss the strengths and weakensses of TBL for this course.
• Discuss the challenges of using this instructional strategy across two campues.
• Compare the course outcomes when using a TBL versus a lecture-based format.

Description: Learning objectives can be use to create a teaching/learning partnership between faculty member and students. This session wil offer participants ways to:

• Identify the components of a useful course objective.
• List educational goals that are served by course objectives.
• List parts of the teacher’s “contract” that course objectives help specify.
• List parts of the learner’s “contract” that course objectives help specify.
• Identify resources to facilitate the writing of learning objectives.

Friday, October 21, 2005

The Therapeutice Sequence: A Model for Improving Communication in the Clinical Encounter

Sheila M. Crow, M.A., College of Medicine
Office of Educational Development & Support

The Therapeutic Sequence (PowerPoint)

Description: The interviewing format used at the University of Oklahoma College of Medicine to teach medical students the technique of recognizing the visual data presented by the patient while simultaneously acquiring biomedical information is called the "therapeutic sequence." This session will introduce the therapeutic sequence as a model that can be used for improving communication in the clinical encounter.

Objectives:

At the end of this presentation the participant will be able to:

1. Describe the steps in the therapeutic sequence process.
2. Recognize primary emotions in others
3. Understand the role of the therapeutic sequence in improving communication in the medical interview.
4. Understand how to teach the technique using standardized patients.

2004-2005 Program Year

Friday, July 15, 2005

Giving Students Feedback

Jerry B. Vannatta, M.D.
College of Medicine

Presentation (PowerPoint)

Handout (PDF Ende)

Handout (PDF Slides)

Description: This session will introduce the use of feedback as a tool for orienting learners, setting learning goals, and providing both observation and evaluation of learning process and outcomes. The overall goal of the session is to provide a practical approach for offering learners a performance assessment in clinical or other hands-on learning experiences where faculty can observe knowledge, technical skills and values/behavior (e.g., cognitive, psychomotor and affective learning).

Objectives:

• Discuss the structure of feedback
• Describe link between goal setting and feedback
• List the important steps in the feedback process

Link to View Presentation:
http://w3.ouhsc.edu/tvservices/Producer/EGR/EGR071505_files/Default.htm

Friday, June 17, 2005

The Role of Standardized Patients in the Teaching and Evaluation of Clinical Skills

Sheila M. Crow, M.A., College of Medicine, Office of Educational Development & Support

Presentation (PowerPoint)

Description: The purpose of this session is to introduce the use of standardized patients (SPs) for teaching and evaluating learners in the health professions.  The overall goal of the session is to provide a broad understanding of how SPs can be used to teach and / or assess communication skills, complete or partial physical examinations, or patient education and counseling skills.

Objectives:

• Discuss the use of Standardized Patients in clinical education
• Describe the educational value of Standardized Patients
• Describe case development process
• Describe the training of the Standardized Patients

Friday, May 20, 2005

Creating an Educator's Portfolio

Valerie N. Williams, Ph.D.
Colleges of Medicine and Public Health

Presentation (PowerPoint with links to on-line portfolio examples)

Handout (PDF 2/slides per page)

Sample Portfolio (PDF)

Description: The purpose of this session is to introduce the Educator's Portfolio as a tool for faculty reflection, self- and peer-assessment, and structured documentation of teaching and broader educator roles.  The overall goal of the session is to provide a framework for structuring an educator's portfolio and to address frequently asked questions about what to include and how to use a portfolio as a resource toward achieving educational goals and/or toward academic advancement review. 

Objectives:

• Describe purpose of an educator's portfolio
• Teaching roles and their relationship to portfolio sections
• Creating a personal teaching profile
• Describe uses of a portfolio as a resource for self- and peer- evaluation

Friday, April 15, 2005

Improved Methods in Team-Based Learning

Kennon Garrett , Ph.D., College of Medicine

Bob Blair, Ph.D., College of Medicine

Description: The purpose of this session is to discuss the goals of Team Based Learning experiences and the methods to achieve those goals – what works and what pitfalls to avoid.

Link to View Presentation:
http://w3.ouhsc.edu/tvservices/Producer/EGR/EGR041505_files/Default.htm

Friday, February 18, 2005

Evaluating Your Teaching Using Self and Peer Evaluation

Melissa S. Medina, Ed.M, ABD and Machelle Davison, Ed.D.
College of Pharmacy

Presentation (Powerpoint)

Handout (PDF)

Video Link to Presentation (Web)

Description: The purpose of this session is to provide participants with strategies for conducting meaningful self and peer evaluations. The overall goal of the session is to help participants evaluate the strategies they currently use and explore frameworks for evaluating your own, peer and multiple instructor teaching endeavors. The emphasis of the session is on reviewing two specific strategies/techniques for conducting the evaluations.

Pre-assignment: Prior to this EGR session, participants were encouraged to observe one faculty member delivering a lecture or classroom activity and bring your evaluation findings to the session for discussion.

Objectives:
• Describe current strategies for conducting self and peer evaluation
• List the seven principles of effective education
• Explain teaching squares and their relationship to peer evaluation
• Describe 2 strategies for conducting peer evaluations

Friday, January 21, 2005

Five of the Most Widely Accepted Methods of Qualitative Research in Education

EunMi Park, Ed.D.
College of Medicine

Presentation (Powerpoint)

Resources (Word)

This one-hour session will provide participants with a basic introduction to qualitative research methods in education (such as case study and ethnography). The overall goal of the session is to help participants consider common methodological approaches to qualitative research in contemporary presentation forums and publications in education. The emphasis of the session is on selected strategies and techniques of qualitative research design, data collection, and data analysis.

Objectives:

Acquire basic knowledge of qualitative research methods in:

• Five distinctive approaches
• Commonality of design, data collection, and analysis
• Strategies for rigor

Link to View Presentation:
http://w3.ouhsc.edu/tvservices/Producer/EGR/EGR012105_files/Default.htm

Friday, November 19, 2004

Improving Your Presentation Graphics

Kari Boyce, Associate Dean, College of Allied Health

Presentation (Powerpoint)

Pointers (Word)

This session focused on guiding the participants toward improving the quality and functionality of graphic elements they use in computer-based slide shows.

Objectives:

• Discuss and demonstrate selective and intentional use of presentation graphics to: (a) improve initial learner comprehension of concepts, (b) enhance retention of related concepts, and (c) reinforce associated formula or calculations.
• Provide recommendations for presentation fonts, colors, backgrounds and bullets.
• Provide definitions and examples of: (a) visual literacy and (b) information literacy.

Friday, October 15, 2004

Professionalism

M. Dewayne Andrews, Executive Dean, College of Medicine

Professionalism (Powerpoint)

This presentation introduced concepts of professionalism, using examples from medicine and medical education that relate to all health professions.  Discussion focused on:

• Why are we paying so much attention to professionalism?
• What is it? Can we define it?
• Can it be taught?
• Can we assess it?
  

Friday, September 17, 2004

Enhancing Clinical Teaching Skills

Bryan Struck, College of Medicine

This presentation introduced concepts from a faculty development program focused on “Clinical Teaching.” This program is designed to improve teaching skills in the clinical setting by focusing on Learning Climate & Control of Session. Use of these concepts can enhance one’s versatility as a teacher and these approaches can serve as tools for evaluation of one’s teaching.

Objectives:

At the end of this presentation the participant will be able to:

• List the components of a clinical teaching framework, specifically Learning Climate and Control of Session.

• Recognize and appreciate various components of clinical teaching theory.

• Practice using the framework in analyzing teaching skills.

2003-2004 Program Year

Friday, July 16, 2004

Web-Supported Teaching

Kari Boyce (COAH) and Gary Loving (CON)

Web-Supported Teaching (Powerpoint)

What does it take to design and deliver a successful online course?  Or, maybe you're just considering offering a hybrid course, one that combines synchronous instruction with asynchronous Web-based learning experiences.   Most principles of good instruction apply in an online environment, but application of these principles is often very different.  Let's discuss some interactive online teaching/learning strategies.  Examples of the strategies to be discussed include threaded discussion and online case studies.

Objectives:

• Identify published sources for best practice principles in online instruction.
• Illustrate and exemplify three online instructional best practice principles.
• Discuss specific applications of online instructional best practice principles, including threaded discussion and online case studies. 

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June 18, 2004

Teaching with Multiple Instructors

Machelle Davison (COP), Kennon Garrett and Robert Blair (COM)

Multiple Instructors (Word)

The purpose of this Education Grand Rounds is to explore strategies for teaching or coordinating a course that has multiple instructors.      Research shows that students have to make significant changes when moving from a single instructor format to a multiple instructor format.   These changes can take some time and be detrimental to their ability to succeed in the class.   Anxiety about learning in multiple instructor courses shows up consistently on course evaluations.   This anxiety may differ as they progress through a program.   There are also differences that have to be addressed if the course is taught at a distance.   We will explore research in this area and best practices on campus for addressing issues related to multiple instructor courses.

Objectives:

• List specific strategies for coordinating or teaching in a multiple instructor course
• Identify differences that need to be made if the course is taught at a distance
• Analyze differences between various classes from first year to fourth year students
• Discuss and critique strategies of current courses with multiple instructors
• Reflect on personal experiences teaching in a multiple instructor course

April 16 , 2004

Learning Preferences / Myers Briggs

Valerie N. Williams, Ph.D., Faculty Leadership Program

MBTI Learning Styles (Powerpoint)

Learning Styles Resources (Powerpoint)

The Myers-Briggs Type Indicator (MBTI) offers faculty members a perspective on learning using Jung's typology of personality preferences. Learning preferences raise interesting questions about promoting learning in a variety of instructional and clinical settings:

• What do teachers need to understand about their own personality preference before planning instruction?
• Can teachers promote better learning when they understanding the role of preferences in learning styles?
• What happens to learning if the teaching style and learning style are not compatible?
• What can teachers do to engage students with various preferences in learning activities?

This Education Grand Rounds session introduces the MBTI as a learning style assessment tool and offers examples faculty can use to accommodate students' learning preferences.

February 20, 2004

Problem Based Learning (PBL)

Melissa Medina (COP) & Sheil Crow (COM)

Writing cases1 (Powerpoint)

The purpose of this session is to provide educators with basic guidelines for writing cases to use in their classroom. Cases are rich instructional tools that teach by example and vicarious experience. They inject an air of plausibility and reality into what otherwise may be purely theoretical teaching where the instructor does all the interpreting. The success of a case in the classroom is highly dependent on how well the case is constructed.

Objectives:

• Reflect on personal experiences teaching with cases

• List specific concepts to consider when writing cases

• Identify elements of effective cases

• Analyze a case using criteria for writing effective cases

• Critique personal examples of cases used in instruction

January 16, 2004

Enhancing Clinical Teaching Skills

Bryan Struck , COM

Clinical Teaching presentation (Powerpoint)

This presentation will introduce concepts from a faculty development program "Clinical Teaching". This program is designed to improve teaching skills in the clinical setting by focusing on 7 key areas of adult learning: Learning Climate, Control of Session, Communication of Goals, Promotion of Understanding & Retention, Evaluation, Feedback, and Promotion of Self-Directed Learning. Utilization of the framework can be used to enhance ones versatility as a teacher and as a tool for evaluation of ones teaching.

Objectives

• At the end of this presentation the participant will be able to:
• List the components of a clinical teaching framework.
• Recognize and appreciate various components of clinical teaching theory.
• Practice using the frame work in analyzing teaching skills

November 21, 2004

Adult learner: A Mythical Species?

Chris Candler (COM)

The assumptions of adult learning theory have been widely accepted throughout professional education and form the basis of many curriculum reform efforts. But what does the literature tell us about the validity of this "theory"? Do adult learners truly exist?

• The history of adult learning and the development of adult learning theory as defined by Knowles.
• The criticisms of adult learning theory.
• The role of self-directed learning theory.
• The future of adult learning as a field and a practice.

October 17, 2004

Getting Students Involved in a Large Group Lecture

Ken Randall and Jan Winn (COAH)
Effective & Engaging Lectures presentation

Effective & Engaging Lectures handout

The lecture is the most common format that health-related educational programs use to present course content. But what about the current generation of students that requires interaction and technology to stay 'tuned in'? To meet the needs of these students, lectures must evolve into a more interesting, engaging and thought-provoking activity. This interactive session will discuss and model methodologies for making lectures more effective and engaging.

After attending the session and reviewing the materials participants will:

• Describe the environment a faculty member must create to enhance active learning in the lecture environment.
• Identify audience characteristics to better engage learners during a lecture.
• Describe techniques for creating an effective learning environment in the lecture hall.
• Describe and implement methods to foster interactivity in the lecture hall.
• Apply these techniques in the distance education classroom.

September 19, 2003

Multigenerational Students: Strategies for Effective Teaching

Dr. Machelle Davison (COP), Dr. Betty Kupperschmidt (CON)

What are the differences between generations and how do those influence the way students learn or faculty teach? What are techniques for multi-generational classrooms?

• Describe the basic or general characteristics of four generations (with major focus on Generation X and the Millennium or Net Generation) and the generational impact on students’ attitudes.
• Discuss instructional design strategies to capture and hold the attention of multi-generational students.
  Apply specific strategies through a brainstorming exercise with colleagues
  

Streaming Video of this event

Generation X handout

Examples of Attendee's work: Example 1 - Example 2 - Example 3

All handouts and Group Activities

July 18 , 2003

Facilitating Group Discussions (Pilot)

Melissa Medina (COP)

Have you ever felt compelled (or forced) to give students all of the answers during a group discussion that you are leading?  Do you plan on incorporating problem-based or case-based activities in your course or lecture this fall semester?  Both of these challenges highlight the need for faculty to develop a new set of skills in the area of facilitating discussions.  Learning about potential obstacles to effective group discussions and ways to overcome them can enhance your students' learning outcomes.

Facilitating Group Discussions handout

Facilitating Group Discussions presentation

June 20 , 2003

Team-Based Learning (Pilot)

Dr. Chris Candler (COM)

Transform your lecture hall environment into something more engaging for both faculty and students by introducing:

• Small groups especially powerful in the lecture hall setting
• Proven techniques brings together theoretically-based and empirically-grounded strategies
• Ensured effectiveness autonomous small groups working independently in classes with high student-faculty ratios

Support resources are available from the Baylor College of Medicine Team-Learning site.

Updated by L. Fentem 12/22/06