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------=_NextPart_01C61CE6.C547F140 Content-Location: file:///C:/0958B227/2006_jan_sss_team_learning_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C61CE6.C547F140 Content-Location: file:///C:/0958B227/2006_jan_sss_team_learning_files/editdata.mso Content-Transfer-Encoding: base64 Content-Type: application/x-mso QWN0aXZlTWltZQAAAfAEAAAA/////wAAA/BEAAAADwCIFzwAAAAAAIkXNAAAAAAAAAAAAAAAAAAA AFgCAAAAAQEAAQEAAAEBAQABAAAAAAAAAADgAAAAAAAAAAAAAIACAeAAAAvwBAAAABI0Vng= ------=_NextPart_01C61CE6.C547F140 Content-Location: file:///C:/0958B227/2006_jan_sss_team_learning_files/slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Incorporating Technology into Team Learning
Incorporating Technology= into Team Learning
School of Medicine’s First Attempt
Suzanne Stensaas, Ph.D.,
Director, Block 4 Neurosciences
Library Information Technology FORUM
January 18, 2006
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Overview of Presentation
•W= hy we tried Team Learning (TL)
•W= hat is Team Learning?
•W= hat it looks like (videos)
•M= odifications we made
•W= hat worked and did not
–F= aculty and Student evaluations
•R= esources and References
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Why we tried it
•<= /span>Dr. Richards had come twice to Utah and = given workshops on team learning.
•I direct a block that calls for integration. <= /span>
•<= /span>Two colleagues attended and were willing: <= /span>Drs. Renner and Roussel.
•<= /span>USMLE prep faculty comment our students have trouble integrating across disciplines. =
•<= /span>TL national advocates have a support network and mentors to help us. =
•<= /span>We had a new HSEB building with an ideal = room.
•<= /span>
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Two other reasons
•QUALITY CLINICAL CARE IS DELIVERED BY TEAMS (e.g., physicians, nurses, social workers, etc) where there is good communicat= ion and the team process is managed effectively.
–<= /span>reward systems in medical education tend to focus on individual student= = performance rather than team skills (e.g., course grading, licensure exams). &#= 13;
–Consequently, the current syste= m of rewards promotes behaviors counter to high quality clinical care in teams by foste= ring competition and ego-centrism. THIS IS A MAJOR OBSTACLE FOR= OUR STUDENTS
•While PBL has been introduced into medical education to foster, among other things, good team communication and problem-solving, it tends to r= equire a low student to faculty ratio. It has not been used in Utah becau= se of demand on faculty.
•<= /span>SMALL GROUPS SPARINGLY USED CURRENTLY BECAUSE OF <= span style=3D'position:absolute;top:69.0%;left:12.17%;width:78.65%;height:4.0%'= >LARGE NUMBER OF FACULTY NEEDED
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Description by Michaelsen
•Team Learning brings together theoretically-based and empirically-grounded strategies for ensuring the effectiveness of autonomous small-groups working independently in classe= s with high student-faculty ratios (e.g., u= p to 200:1) without losing benefits of faculty-led small groups with l= ower ratios (e.g., 7:1)
•We also view Team Learning as t= he codification of key instructional principles, each of = which has value, even when applied outside the context of the Te= am Learning m= ethod in its entirety.
•
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Transformative Use of Groups:
Team Learning
•
•<= /span>Small group activities become the pri= mary in-class activity. =
•Calls for procedures that support the= transformation of newly formed "groups" into "high performance learning teams."
•<= /span>Takes advantage of the special capabilities of high performance lear= ning teams.
•<= /span>Students take more responsibility = ;
•<= /span>Uses fewer faculty =
•
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Current Status U of U SOM:
Case Studies done in Small Groups <= /div>
•<= /span>
•Small group activities are inserted into pre-existing course structure
•Frequent use of carefully planned and carefully structured group activities- usually cases or problems for knowledge application
•Some students unprepared or passive
•Does not change the structure of the course.
•Utah uses 6-10 faculty / session
•Faculty variably skilled or prepared.
•Faculty give the students the answers
•Faculty often give mini lecture
•