Talking Points: Incorporating Team Learning Strategies into Microscopic Anatomy Curriculum Yulia Krotova Khan Elena J. Jelsing Elena J. Jelsing Weronika M. Zielinska Weronika M. Zielinska Wojciech Pawlina Wojciech Pawlina Stephen W. Carmichael Stephen W. Carmichael Mayo Clinic College of Medicine Rochester MN Rochester MN Yulia Krotova Khan Elena J. Jelsing Elena J. Jelsing Weronika M. Zielinska Weronika M. Zielinska Wojciech Pawlina Wojciech Pawlina Stephen W. Carmichael Stephen W. Carmichael Mayo Clinic College of Medicine Rochester MN Rochester MN

Objectives: Promote integration of basic and clinical sciences Promote integration of basic and clinical sciences Establish focus on the patient Establish focus on the patient Facilitate the longitudinal development of competencies Facilitate the longitudinal development of competencies Reduce curricular density Reduce curricular density Increase flexibility Increase flexibility Introduce more active learning components Introduce more active learning components New Curriculum at Mayo Medical School

Active Learning More engaging and interactive More engaging and interactive More suitable for adult learners who prefer task/problem centered approaches More suitable for adult learners who prefer task/problem centered approaches Challenging to incorporate into material rich courses such as microscopic anatomy Challenging to incorporate into material rich courses such as microscopic anatomy Several strategies have been developed to incorporate active learning into the curriculum Several strategies have been developed to incorporate active learning into the curriculum

Ways to Incorporate Active Learning into Medical School Curriculum Small Groups Problem/case based learning Several Instructors Several classrooms Low attendance Variable student preparation and participation Significant time spent covering basic material Small Groups Problem/case based learning Several Instructors Several classrooms Low attendance Variable student preparation and participation Significant time spent covering basic material Team-Based Learning One instructor/core of instructors One classroom Accountability to peers increases class attendance and preparation More engaged instructors Unfamiliarity with the method Need to restructure entire existing curriculum Team-Based Learning One instructor/core of instructors One classroom Accountability to peers increases class attendance and preparation More engaged instructors Unfamiliarity with the method Need to restructure entire existing curriculum

Microscopic Anatomy at Mayo Clinic College of Medicine 6 week long integrated course with Cell Biology and Genetics 6 week long integrated course with Cell Biology and Genetics Briefing Sessions instead traditional lectures Briefing Sessions instead traditional lectures Laboratory sessions utilizing Virtual Microscopy Laboratory sessions utilizing Virtual Microscopy Student-Lead presentations of organ systems Student-Lead presentations of organ systems Daily feedback on students’ performance provided by Audience Response System Daily feedback on students’ performance provided by Audience Response System Final computer-based examination Final computer-based examination Role of Teaching Assistants (Yr III Medical Students) Role of Teaching Assistants (Yr III Medical Students)

Talking Points: New Alternative Series of subject related basic science and clinical problems “Talking Points” were introduced for each laboratory session (5-7 problems) Series of subject related basic science and clinical problems “Talking Points” were introduced for each laboratory session (5-7 problems) At the beginning of each laboratory session “ad hoc” formed teams of students (7-8 students/team) were provided with “Talking Points” At the beginning of each laboratory session “ad hoc” formed teams of students (7-8 students/team) were provided with “Talking Points” Students were encouraged to discuss these during laboratory sessions Students were encouraged to discuss these during laboratory sessions At the end of each laboratory session a spokesperson from each team was asked to share group’s answer with entire class At the end of each laboratory session a spokesperson from each team was asked to share group’s answer with entire class

Example of Talking Points

Medical Students’ Perspective Allow students to reflect on important concepts Allow students to reflect on important concepts Provide clinical correlation to Microscopic Anatomy material Provide clinical correlation to Microscopic Anatomy material Promoted interactions between group members Promoted interactions between group members Learn to present findings to entire class in concise and understandable fashion Learn to present findings to entire class in concise and understandable fashion Enjoyable exercise to promote team-learning Enjoyable exercise to promote team-learning

Teaching Assistant Perspective Great opportunity to develop question writing skills Great opportunity to develop question writing skills Clarification of difficult concepts using questions that are likely to promote discussion Clarification of difficult concepts using questions that are likely to promote discussion Students were more engaged and asked question to clarify difficult concepts Students were more engaged and asked question to clarify difficult concepts Opportunity to emphasize clinically important material Opportunity to emphasize clinically important material

Advantages of “Talking Points” Provide active learning component to Microscopic Anatomy curriculum Provide active learning component to Microscopic Anatomy curriculum Stimulate discussion within the team Stimulate discussion within the team Encourage peer-teaching Encourage peer-teaching Foster teamwork and cooperation Foster teamwork and cooperation Clarify difficult and confusing concepts Clarify difficult and confusing concepts Improve test taking skills Improve test taking skills Can be incorporated in various courses without major changes to an existing curriculum Can be incorporated in various courses without major changes to an existing curriculum