AIM to ACT! Assessing and Improving Medical education through an Active Classroom Toolbox Presented by: Christina Raguckas, Katie Westerfield, Lisa Harris and Stephen Brawley Of the UNC Chapel Hill Faculty Development Fellowship

Disclosures The authors have no relevant financial or non-financial relationships to disclose.

Learning Objectives Explain the benefits of active teaching in medical education List educator’s common barriers to implementing active teaching Describe faculty development interventions from our “Active Learning Toolbox” that address these barriers

What is active learning? Active learning is any instructional method that engages students in the learning processes requiring higher order thinking. Why passive learning persists The current state

Limited use of active learning Limited evidence in the professional realm –Study of Dental Students: Increase of 8.6% on unit exams & 22% on finals –Increased short and long term retention of knowledge As medical educators we strive to improve our teaching strategies – Increase the knowledge retention – Improve clinical performance – Enhance critical thinking skills – Promote learning satisfaction

What we want to accomplish Increase the knowledge and understanding of active learning Identify why active learning is not consistently implemented -Perceived and actual barriers in medical education Develop resources to enhance utilization of active learning

Methods Performed exhaustive literature search Discovered the Engaged Learning Index (ELI) Modified the ELI for medical learners Created a survey of perception of engagement using the Modified ELI and assessed faculty barriers

Modified ELI: For faculty: How do you feel your learners would rate their overall experience with simulations or classroom teaching at your institution? For learners: Rate your overall experience with simulations or classroom teaching at your institution. (Measured with a 6-point scale, 1=strongly disagree, 6=strongly agree) 1. I often discuss with my colleagues what I’m learning in class/didactics. 2. I regularly participate in discussions in most of my classes/didactics. 3. I feel as though I am learning things in my classes/didactics that are worthwhile to me as a person. 4. It’s hard to pay attention in many of my classes/didactics. (reverse scored) 5. I can usually find ways of applying what I’m learning in classes/didactics to something else in my current or future medical practice. 6. I ask my faculty questions during class/didactics if I do not understand. 7. In the last month, I’ve been bored in classes/didactics a lot of the time. (reverse scored) 8. I find myself thinking about what I’m learning in class/didactics even when I’m not there. 9. I feel energized by the content that I am learning in most of my classes/didactics. 10. Often I find my mind wandering during class/didactics.

Methods Surveyed 10 programs (8 residencies, 1 medical school, 1 fellowship) Identified the top barriers to implementation of active learning Hosted Faculty Focus Groups in Select Programs Created a Toolbox of active learning techniques

Interim Results for AIM to ACT!

H OW E NGAGED ARE L EARNERS ? N = 148 F ACULTY P ERCEPTION OF L EARNER E NGAGEMENT N = 69 p =

MODIFIED E NGAGED L EARNING I NDEX (B) Meaningful Processing, Focused Attention, Active Participation p = p = p = MP AP FA

W HAT ARE THE F ACULTY B ARRIERS TO A CTIVE /E NGAGED L EARNING ? n = 71

SUMMARY Developed Modified Engaged Learning Index and sliding bar engaged index Compared faculty and student perceptions of active learning during didactic teaching at multiple institutions Identified faculty barriers to active learning Developed toolbox to assist with active learning techniques

Audience Response Systems Jeopardy! Walking Gallery Find the Flaw 1 Guided Note Taking Team Recall Jigsaw Small Group Questions Small Working Groups Process 1 Think-Pair-Share Poll Everywhere Instant Feedback Large Group Techniques Small Group Techniques Toolbox Menu Slide:

FUTURE PLANS Currently presenting toolbox to faculty at multiple institutions Resurvey each institution with MELI and sliding bar this summer after toolbox implementation

Please evaluate this presentation using the conference mobile app! Simply click on the "clipboard" icon on the presentation page.