Bringing mini-chalk talks to the bedside to enhance clinical teaching

Pitt, Michael B.; Orlander, Jay D.

doi:10.1080/10872981.2017.1264120

Cited by 16 publications

(38 citation statements)

References 40 publications

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“…Students are focused on the instructor, whether they are speaking, writing information on the board, or pacing the room gesturing. These traditional, human-centered methods are referred to as “chalk talks” because technology is not an integral part of the information dissemination (Pitt & Orlander, 2017). The concept of active learning is most often studied in these traditional environments and entails getting students involved in the lecture by completing activities or participating in discussion (Chi & Wylie, 2014; Prince, 2004).…”

Section: Instructional Methodsmentioning

confidence: 99%

Learning and Embodied Cognition: A Review and Proposal

Sullivan

2018

Psychology Learning & Teaching

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The objective of this review is to investigate research in instructional methods and embodied cognition in order to suggest the idea that a professor's movement provides information by increasing levels of exogenous embodiment. This review describes how teaching methods varying in human activity lead to different outcomes and how those outcomes may be linked to the presence of an active body providing instruction. The embodied cognition literature suggests the physical actions we perform and the actions being performed around us shape our mental experience. We argue that students mentally imitate the gestures of their professor, this activity contributes to the embodied experience one has in a classroom, and that this increased activity leads to increased recall. One possible reason for increased student learning in human-centered environments is the activation of mirror neurons. Implications for teaching topics in a psychology classroom are discussed.

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Section: Instructional Methodsmentioning

confidence: 99%

Learning and Embodied Cognition: A Review and Proposal

Sullivan

2018

Psychology Learning & Teaching

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“…This efficient, on-the-fly teaching can be performed in lieu of lengthy 'PowerPoint' presentations while running a busy ICU service. Teaching scripts provide a practical tool to deliver relevant educational material, facilitate discussion, and involve learners at multiple levels through directing questions appropriately or using senior learners as teachers (Pitt and Orlander 2017;Santhosh et al 2018). Teaching scripts should be improved over time via feedback from learners, new literature, and practice.…”

Section: Tip 10mentioning

confidence: 99%

Twelve tips for teaching in the ICU

et al. 2021

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The intensive care unit (ICU) provides unique educational opportunities for both undergraduate and postgraduate learners, including procedural training, ventilator management guidance, complex communication scenarios, and didactic lectures on dynamic topics like multi-system organ failure. However, certain challenges are inherent in this setting that can make teaching difficult. Different trainee educational backgrounds, variability in disease states, time limitations and urgent patient care considerations highlight some challenges that limit teaching opportunities. The following twelve tips address these unique aspects of the ICU environment and provide strategies to optimize teaching. These tips focus on three main goals: creating an optimal learning environment, increasing learner engagement, and critically challenging learners.

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“…Otherwise, they are effective pedagogically [2]. However, they are little used in medical education and their description is dismissed and disparate in the literature.…”

Section: Introductionmentioning

confidence: 99%