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Create Great Group Discussions

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Presentation on theme: "Create Great Group Discussions"— Presentation transcript:

1 Create Great Group Discussions
Create Great Group Discussions! A Step by Step Guide & Practice for Group Discussion Facilitators Janice L. Benson, MD U of Chicago/NorthShore University Health System Alicia Vazquez, MD Cook County-Loyola-Provident Family Residency Program Eve Pinsker, PHD UIC School of Public Health The Cook County Family Medicine Faculty Development Program

2 Disclosures Presenters have no disclosures
Thanks to HRSA title 7 D55HP20647 funding support for

3 Objectives/Agenda Review one program’s recent 5-year experience in teaching group discussion skills Review good principles for Group Discussion Apply step-by-step guide Participate and assess an impromptu group discussion Debrief large group, share/compare experiences, roles.

4 Introduction Who we are
Public hospital-based FM faculty development program 1984-present—over 30 years of training grads Comprehensive 5-year grant to improve teaching skills and curriculum design skills in yearlong program Micro skill method-program’s success and reputation Trainees/fellows ALWAYS have 2 session skill lessons Group discussion skills one of the 3 key teaching skills Grads to date, 5 years Evaluations show trainees and fellows improved in their group discussion skills

5 Introduction What we do: Yearlong traineeship & fellowship
5 daylong teaching skills workshops Participants-senior residents & fellows Teaching skills=Lecture, group discussion, 1:1 clinical precepting skills Design one interactive session- lecture and group discussion elements all complete one small group discussion

6 Introduction What we found
Participants insecure in group discussion skills at the beginning of the year BUT….Grads improve in self-rated efficacy in designing and leading small group discussions

7 5 yr. Pre- participation Average 5 yr. Post Participation Average
Participants self-rate: Rate your ability to analyze, use feedback & evaluation data to review and improve interactive small-group learning sessions 5 yr. Pre- participation Average 5 yr. Post Participation Average Rate of change Total respondents (Total completers) Scale 1-5 Fellows 21 (23) 3.14 4.26 1.12 Trainees 25 (40) 3.05 4.17 Totals 46 (63) 3.10 4.21

8 What Does The Literature Show?
Group leaders enjoy their teaching more if they take facilitator training When group case is structured, and well formulated, content expertise of facilitator is less important, and vice versa (PBL) Different types of small groups Flip and have pre-test(readiness assessment test) to qualify to enter (Parmalee et al, Team based learning) Haphazard structure inhibits learning, motivation (PBL)

9 Small Groups Work Well For:
Small Group Reflection exercise “Best Teacher”, ‘best lecturer” attributes Role plays Used to practice skills, e.g. precepting Small group ‘Fish bowl” exercise Used to reinforce knowledge, e.g. PCV vaccines “Design Studio”- Work in session Create interactive sessions and curriculum product Other didactic forms Board review and journal club sessions

10 Why Small Groups Active learning Information retained longer
Able to clarify information May involve participants Evaluation of participant Take content to higher level

11 Engaging Small Groups Have objectives for the session
Student centered/teacher as facilitator Guide questions for participants and facilitators Need consent if video-taping discussion

12 Group Dynamics Identify quiet and dominant participants
Redirect, reframe and require discussion Have concrete and personal examples Questioning skills Open & closed-ended questions Advanced Preparation Reading article, 10-min presentations

13 Small Group Components Discussion-Based
Construct clear objectives Why are you doing the session? What do you plan to accomplish? Structure Timed-agenda Semi-structured groups Construct 2-4 guide questions Pre-determine group composition Learning materials and room set-up Large group debriefing Evaluation plan

14 Small Group Session Product-Oriented
Construct clear objectives Why are you doing session? What do you plan to accomplish Structure Skill-based learning applied to own product Product accomplished in session Coaching and modeling Guided practice with faculty and peer feedback

15 Construct S.M.A.R.T. Objectives
Specific Measurable Attainable/achievable Realistic Timely Behavioral Objectives Behavior of learner-use action verbs Condition-what is the context Evaluation-how will you know objective has been achieved

16 Blooms Taxonomy guide your objectives!
Source graphic at

17 Design your own small group (instructions)
Topic (case, reflection, journal article) SMART objectives Timed agenda Guide questions Instructions to facilitator Room prep & AV prep notes Large group wrap-up Evaluation

18 Small Group Activity FISHBOWL-about 10 minutes Inner group
Need 4-5 volunteers for inner group, facilitated by one presenter Outside group Active observation of inner group Take notes, using quotes Watch facilitator, group dynamics Study communication- verbal/nonverbal Optional, take notes on content that you hear

19 Guide Questions Share GREAT group experiences you have had.
-as a participant -as a facilitator What “BAD” group experiences have you had? -as a participant? -as a facilitator? Do you have any resources, advise or tips to others to create group discussions? If time permits: (Share your newly created draft plan)

20 Summary Reviewed Group Discussion principles
Practiced with step-by-step planning guide Participated, assessed impromptu group discussion Debriefed in large group, shared/compared experiences, roles. Reviewed resources to use back home.

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