1. FACILITATING SMALL GROUPS Steve Davis, PhD

2. CBL Resources

3. OBJECTIVES & OVERVIEW Review FACILITATOR Experiences – Your experience Identify Theories Behind CBL – Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources – Self Assessment Self Assessment debrief and resources

4. OBJECTIVES & OVERVIEW Review FACILITATOR Experiences – Your experience Identify Theories Behind CBL – Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources – Self Assessment Self Assessment debrief and resources

5. Review FACILITATOR Experience Please write about your experience with small group facilitation: – What did you like about it?__________________________________________ – What did’t like about it?__________________________________________

6. Facilitator Power?!?

7. OBJECTIVES & OVERVIEW Review Some FACILITATOR Realities – Your experience Identify Theories Behind CBL – Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources – Self Assessment Self Assessment debrief and resources

8. Some Theories Behind CBL Practice the way we play (Fidelity) Brain works (Encoding) – Summary of Short & Long Term Memory Source: John Medina “Brain Rules” Some Theories – Matching The Core Competencies – What Makes a Competent Doctor

9. Source: Applying Ed Theory to Practice, MBJ, Jan 25, 2003; 326(7382): 213-216 CBL Related Learning Theories 1. Form groups of two 2. Review and Match Models to their description 3. Relate how CBL fosters over lecture

10. Faculty Role Changes: From Lecturer to Facilitator teachers' and students' learning--no longer disseminators, trusting students, guiding through questioning, and feedback; teachers and content--cover everything verses let them choose what they need, realize a rich network of connections among ideas facilitates understanding and remembering; teacher and student--partner with students in learning, loosen control of content and process of learning, students learn to ask questions and provide extended explanations; student to student--students actively engaged with one another, characterized by cooperation rather than competition; teacher to group--attentive to the needs and health of the group...fostering a cooperative spirit; teacher and self--self-awareness through thought-provoking questions and managing participation, reflective; and teacher and other teachers--collaboration, vulnerability, modelling of the process of self-directed learning. Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

11. Facilitator Expertise Facilitator’ing – Small Group Expertise Question Asking Expertise Evaluation and Feedback Expertise Observation, Listening, Documentation Case Content – Assets- Liabilities Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

12. OBJECTIVES & OVERVIEW Review Some FACILITATOR Realities – Your experience Identify Theories Behind CBL – Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources – Self Assessment and resources

13. Connoisseurship con·nois·seur noun 1. a person who is especially competent to pass critical judgments Source: http://dictionary.reference.com/browse/connoisseurshiphttp://dictionary.reference.com/browse/connoisseurship

14. Multiple Facilitator Roles Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

15. Self Assessment and Resources

16. Facilitator Connoisseurship poster CPC Facilitator's Handbook Feedback to Small Group Facilitator: Case Based Learning Small Group Evaluation Feedback to Small Group FacilitatorCase Based Learning Small Group Evaluation Faculty Role Changes: From Lecturer to Facilitator Small Group Facilitation Skills and Small Group Learning: FSU SGL/CBL Facilitation Resources Small Group Facilitation Skills and Small Group Learning Facilitating Small Group Learning: Succinct Handbook The Tutor's Tasks Facilitator "Goals/Purposes" of CBL Self-Assessment Critical Thinking Skills Representative Questions Small Group Case Considerations Questions Open ended questions resource sheet Socratic Questioning Useful Acronyms for Facilitators and Students How to Increase Small Group Learning Participation Wrap Up Ideas Establishing Ground Rules (suggestions for rules on using technology in the small group classroom) Establishing Ground Rules Facilitator Tips Compilation of tips from facilitator meeting agendas Facilitator Tips Aids for Giving and Receiving Feedback (George F.J. Lehner, Ph.D., http://www.fhs.mcmaster.ca/facdev/feedbackaid.pdf ) Aids for Giving and Receiving Feedback http://www.fhs.mcmaster.ca/facdev/feedbackaid.pdf

17. OBJECTIVES & OVERVIEW Review FACILITATOR Experiences – Your experience Identify Theories Behind CBL – Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources – Self Assessment Self Assessment debrief and resources

18. FACILITATING SMALL GROUPS Steve Davis, PhD

19. `` “From the violent nature of the multiple stab wounds, I’d say the victim was probably a small group facilitator.”

20. Goals/Purposes of CBL Groups: Overall: The primary purposes of the small group-learning format are for students to: Develop life-long learning skills and enhance medical knowledge by assessing, explaining, discussing, systematic reasoning and applying medical knowledge in the context of clinical case presentations for integrated learning and better long-term recall. Develop and demonstrate social, interpersonal, communication and collaboration skills that prepare our students to establish and maintain professional relationships with patients, families, health care team members and a diverse patient population. Develop the skills of critical thinking, research, evaluation (self & others), teaching, giving and receiving feedback, exploration, and cooperation (team work). Note: The AOA Core Competencies served as a resource for the wording for these purpose statements. Specifics: To… learn the “ language of medicine ” (http://www.dmu.edu/medterms/welcome/)http://www.dmu.edu/medterms/welcome/ explore the process of medical reasoning begin to develop skill in problem solving learn to integrate concepts/principles in basic science, clinical information, ethics, psychosocial, epidemiology, etc provide a memorable clinical context for acquiring, retaining and recalling knowledge provide a “safe learning environment” practice independent learning, self-direction experience and acquire collaborative learning skills (sharing info, assessing and utilizing strengths of group) learn the skill of teaching others understand and value differences develop as a professional learn and foster learning team / group interaction skills learn to help make a group a “ learning team ” dedicated to maximizing the learning of each individual & group