Personal Experience of Facilitating Enquiry-Based Learning in a New Programme 21 October 2009 CEEBL Postgraduate Symposium
(what I am going to talk about) • What is the new Manchester Dental Programme • Structure of the EBL sessions • My role • Problems 21 October 2009 CEEBL Postgraduate Symposium 2
TMDP • The Manchester Dental Programme • Bachelor of Dental Surgery • Enquiry based learning approach spans its 5 year duration • Basic scientific and clinical knowledge and skills taught in parallel – EBL sessions 21 October 2009 CEEBL Postgraduate Symposium 3
Structure of 1 st year EBL • 4 sessions (no longer than 55 minutes) • Session 1 -3 – Discussion of the problem (case) – Formative assessment – 15 minutes feedback in session 3 • Session 4 – Task oriented – Tests analytical skills & application of knowledge – Summative assessment 21 October 2009 CEEBL Postgraduate Symposium 4
1 st Session • Define roles – Chair person – Scribe • • Read problem Identify unfamiliar terms and cues Thought showers Learning objectives (LOs) 21 October 2009 CEEBL Postgraduate Symposium 5
Example James wanted to go to a shop to buy a quick meal. Nearby was a Tesco shop and a local shop selling fresh homemade food. James was a diabetic and only had three pounds to spend, but he wanted to buy a healthy meal. 21 October 2009 CEEBL Postgraduate Symposium 6
Learning objectives • Constituents of a healthy diet • Dietary requirements for a diabetic • Barriers to consumption of a healthy diet 21 October 2009 CEEBL Postgraduate Symposium 7
2 nd and 3 rd session • Discuss agreed learning objectives – No notes allowed – Diagrams encouraged – ‘revision’ of learning objectives • Dynamics: – Usually more lively – More confidence • Knowledge: – Starts superficial – Deeper understanding 21 October 2009 CEEBL Postgraduate Symposium 8
3 rd Session/ feedback • 15 minutes feedback – Group dynamics – knowledge 21 October 2009 CEEBL Postgraduate Symposium 9
4 th session • Assessed task to test analytical skills and application of knowledge – Drip feed – Finding and explaining mistakes – Quizzes – Journal clubs 21 October 2009 CEEBL Postgraduate Symposium 10
My role • Facilitate discussions – Make sure students reach LOs – Assist chairperson with group dynamics – Sit quietly, observe and listen – Nod, smile, frown – Eye contact – Occasional prompting • Moderate feedback 21 October 2009 CEEBL Postgraduate Symposium 11
Problems: the ‘quiet’ person • Why quiet? – Not prepared – Quiet personality – Needs time to think critically • Why is it a problem? – – Difficult to assess Other members don’t benefit from experience Doesn’t benefit from discussion Dentist needs to communicate with dental team 21 October 2009 CEEBL Postgraduate Symposium 12
Problems: the ‘quiet’ person • How to overcome: – Make eye contact – Ask them to chair – Don’t allow them to scribe – Give them an important part of the task – Change seating arrangements – Mention in formative assessment – Talk to after class 21 October 2009 CEEBL Postgraduate Symposium 13
Problems: disruptive person • Why is it a problem: – Other members aren’t allowed to contribute – Doesn’t benefit from discussion – Prevent discussion from progressing • How to overcome: – Don’t make eye contact – Ask to scribe – Change seating arrangement – Let group take care of it 21 October 2009 CEEBL Postgraduate Symposium 14
Problems: Silence • Let it happen 21 October 2009 CEEBL Postgraduate Symposium 15
Problems: Asking direct questions • What do people think? • Reply with open-ended question 21 October 2009 CEEBL Postgraduate Symposium 16
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Thank you 21 October 2009 CEEBL Postgraduate Symposium 20
Personal experience with EBL • • Masters Degree – taught by EBL Reading books/papers Trained in facilitating EBL sessions Facilitate EBL sessions for 1 st year undergraduates • Facilitate EBL sessions for 4 th year undergraduates • 3 rd year Orthodontic module • Trained in moderating focus groups (Nat. Cen) 21 October 2009 CEEBL Postgraduate Symposium 21
1 st session • Dynamics – – – Chair responsible for managing session Scribe_ writing Silence Confusion Previous experience Short cuts • Knowledge – Low levels of knowledge – Previous experience – (Prepared) 21 October 2009 CEEBL Postgraduate Symposium 22
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