1. Small Group vs Large group teaching
David Taylor

2. Last session’s evaluation
Was it worth it?
ROI
Did it make a difference?
Results
Did they use anything they had learnt?
Impact
Did they learn anything?
Learning
Did they enjoy it?
Satisfaction

3. Key paper

4. A multi-theories model
Observe and reflect
Consolidate and reflect
Organise and reflect
Develop new concepts
Experiment or articulate
Existing knowledge
Dissonance
Elaborate and refine
Feed
back

5. Bloom’s Taxonomy Creating Evaluating Analysing Applying Understanding
evaluation
Evaluating
synthesis
Analysing
analysis
Applying
application
Understanding
comprehension
Remembering
knowledge

6. Miller’s Pyramid
Action
Does
Performance
Shows how
Competence
Knows how
Knowledge
Knows

7. Possibilities are only limited by our imagination
Approaches
Possibilities are only limited by our imagination
But we need to provide scaffolding
Outcomes
Learning objectives
Aims
Examples
Targets

8. Options Set pieces Opportunistic
Lectures/ Practical work
Small group work/observation of clinical practice
Opportunistic
Research
Clinical placements
But we need to know where we are on the continuum….

9. Clinical cases Lectures CBL TBL PBL The continuum
Self-directed learning
Directed
self- learning
Instruction
Clinical cases

10. Problem Based Learning
PBL

11. PBL? A philosophy of learning Where the student
has responsibility for themselves
learns in the context of a clinical case
discusses their understanding with others
And the facilitator helps it all to happen.
The cases are designed around general learning outcomes known to the educators, but the detailed outcomes are derived by the students.

12. Key paper

13. Key paper

14. Bate, Duvivier, Hommes and Taylor 2014
Students graduating from a PBL programme have similar factual knowledge but better clinical performance than those from traditional schools (Albanese & Mitchell 1993; Thomas 1997; Watmough et al. 2006b), although they may have less confidence in their knowledge (Watmough et al. 2010)
The PBL process, and closer interaction between students and faculty is enjoyable (Vernon & Blake 1993; Vernon & Hosokawa 1996; Taylor & Miflin 2008)
Students from PBL programmes show a greater tendency to use evidence-based medicine (Thomas 1997).
PBL shows positive effects on physician competency, particularly in the social and cognitive domains, most notably with regards to cultural and ethical issues (Koh et al. 2008; Norman 2008).
PBL graduates demonstrate an ability to work more efficiently (Schmidt et al. 2006b)

15. How to “do” PBL? Taylor and Miflin 2008
Break the task down into small chunks.
Seven, in fact.

16. PBL
Clarify
Define
Explain
Identify LOs
Find out
Refine
Come back

17. PBL The words and terminology Define Clarify Come back Refine Find out
Explain
Identify LOs
Find out
Refine
Come back

18. PBL What is the problem? Define Clarify Come back Refine Find out
Explain
Identify LOs
Find out
Refine
Come back

19. PBL What do you already know? Define Clarify Come back Refine Find out
Explain
Identify LOs
Find out
Refine
Come back

20. PBL SMART All themes Define Clarify Come back Refine Find out Explain
Identify LOs
Find out
Refine
Come back
SMART
All themes

21. SMART
Specific
Measurable
Achievable
Relevant
Time.....

22. PBL Dissonance Elaborate Reflect organise Define Clarify Come back
Explain
Identify LOs
Find out
Refine
Come back
Elaborate
Reflect Consolidate
Reflect
organise

23. PBL Dissonance Elaborate Reflect organise Define Clarify Come back
Explain
Identify LOs
Find out
Refine
Come back
Elaborate
Feedback
Reflect Consolidate
Reflect
organise

24. Case based learning
CBL

25. Key paper

26. CBL? Thistlethwaite et al.,2012
“The goal of CBL is to prepare students for clinical practice, through the use of authentic clinical cases. It links theory to practice, through the application of knowledge to the cases, using inquiry-based learning methods.” (BEME Guide 23)
The way it is used varies, but it usually involves small group work
But the learning outcomes are known by the students and often given in the form of questions.

27. PB vs CB Learning Clarify Define Find out Refine Explain Answer Qs
Identify LOs
Find out
Refine
Answer Qs

28. Thistlethwaite et al., 2012

29. Team based learning
TBL

30. Key paper

31. TBL? Parmelee et al., 2012
“TBL is a learner-centered, instructor-directed strategy for small group active learning in large group educational settings.
Learners are accountable; expected to prepare outside of class and collaborate with their team members to solve authentic problems and make decisions in class.
Only one content-expert instructor is needed for the whole class in one room.”
The learning outcomes are explicit to all and are directed at applying knowledge.

32. Parmelee et al., 2012

33. Lectures
Can be good or bad
The lecturer needs to know their material and be enthusiastic
And be able to convey the importance and interest to the students
It works best when the students know something about the subject.

34. So, ask yourself…
What are the strengths and weaknesses of each approach?
Which would you prefer (why)?
Which would produce a better doctor (why)?