A Universal Guide to Transitioning Didactic Delivery into an Active Classroom

LeClair, Renée J.; Thompson, Kathryn; Binks, Andrew P.

doi:10.1007/s40670-018-0599-1

Cited by 5 publications

(7 citation statements)

References 17 publications

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“…In reflection, having a small number of learners express dissatisfaction is not uncommon nor unique to our permutation of curricular change ( Bernier et al, 2000 ). However, interpreting student feedback related to active learning and avoiding over reacting to initial responses should guide, rather than reverse curricular progress ( LeClair et al, 2018 ). By remaining attentive and demonstrably responsive to learner feedback and making changes where appropriate, we provided some reassurance.…”

Section: Non-content Considerations: the Learner The Methods And The ...mentioning

confidence: 99%

“…Cases were selected and developed using several criteria. Firstly, the disease-state associated with the case needed to be significant ( LeClair et al, 2018 ) in terms of clinical prevalence or occurrence on board exams. Secondly, the case needed to involve complex and demanding concepts [i.e., with high intrinsic cognitive load ( Paas et al, 2003 )] so that difficult concepts were addressed in the classroom with peer and faculty facilitation, while less demanding concepts could be mastered independently.…”

Section: Selecting Classroom Methodsmentioning

confidence: 99%

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An integrated pre-clerkship curriculum to build cognitive medical schema: It’s not just about the content

et al. 2023

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Both physiology and pathophysiology are essential disciplines in health professional education however, clinicians do not use this knowledge in isolation. Instead, physicians use inter-disciplinary concepts embedded within integrated cognitive schema (illness scripts) established through experience/knowledge that manifest as expert-level thinking. Our goal was to develop a pre-clerkship curriculum devoid of disciplinary boundaries (akin to the physician’s illness script) and enhance learners’ clerkship and early clinical performance. As well as developing curricular content, the model considered non-content design elements such as learner characteristics and values, faculty and resources and the impact of curricular and pedagogical changes. The goals of the trans-disciplinary integration were to develop deep learning behaviors through, 1) developing of integrated, cognitive schema to support the transition to expert-level thinking, 2) authentic, contextualization to promote knowledge transfer to the clinical realm 3) allowing autonomous, independent learning, and 4) harnessing the benefits of social learning. The final curricular model was a case-based approach with independent learning of basic concepts, differential diagnosis and illness scripting writing, and concept mapping. Small-group classroom sessions were team-taught with basic scientists and physicians facilitating learners’ self-reflection and development of clinical reasoning. Specifications grading was used to assess the products (written illness scripts and concept maps) as well as process (group dynamics) while allowing a greater degree of learner autonomy. Although the model we adopted could be transferred to other program settings, we suggest it is critical to consider both content and non-content elements that are specific to the environment and learner.

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Section: Non-content Considerations: the Learner The Methods And The ...mentioning

confidence: 99%

Section: Selecting Classroom Methodsmentioning

confidence: 99%

An integrated pre-clerkship curriculum to build cognitive medical schema: It’s not just about the content

et al. 2023

Self Cite

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“…, 2012 ). Therefore, the implementation of TBL could represent a contrasting situation for both instructors and students who favor and expect only traditional, lecture-based instruction ( LeClair et al. , 2018 ; Owens et al.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Dulai

Kranzfelder

Signorini

et al. 2022

LSE

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“…There is a growing concern for a new teaching/learning model in higher education to encourage students' transversal competencies [1][2][3]. Universities must produce professionals who not only remember knowledge but can apply it.…”

Section: Introductionmentioning

confidence: 99%

How Teams Learn Agility, a Beginner’s Guide for Software Development

Costa

Pinto

Fuentealba

et al. 2021

Perspectives and Trends in Education and Technology

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Due to the SARS-COVID19 Pandemic, the need for information technology professionals has increased. At a global level, it is necessary to have teams in projects with agile methodologies. These methodologies allow permanent deliveries, risk management, and change management. Rapid application development, scrum and extreme programming stand out to develop software. It is proposed a model to identify main problems and guide beginner teams based on a set of good practices in developing and managing an agile project. Thus, it contributes to the quality of the software product and the satisfaction of the client. The methodology considers four stages. Firstly, the development team makes progress on the functionalities. Then, they are assessed to identify problems and difficulties to work with agile methodologies. Finally, the senior scrum master socialises good practices from the literature to be applied in the next iteration of the project. The research project lasted two years. The university involved 14 final year undergraduate students' teams from systems engineering that developed an information and communications technology project. In a first cohort, 32 problems are detected in the implementation of scrum/XP, which impact the project's objectives and the minimum viable product committed in each

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A Universal Guide to Transitioning Didactic Delivery into an Active Classroom

Cited by 5 publications

References 17 publications

An integrated pre-clerkship curriculum to build cognitive medical schema: It’s not just about the content

An integrated pre-clerkship curriculum to build cognitive medical schema: It’s not just about the content

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

How Teams Learn Agility, a Beginner’s Guide for Software Development

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