2. ILM on ILMs Learning Objectives: 1.Describe common components of an Independent Learning Module (ILM) 2.List two reasons why an ILM is important 3.Describe inclusion and exclusion criteria for ILMs Turn on your computer speakers / headphones and be sure they work; use full screen mode for the presentation. Whenever you see this icon, click it for the audio component of the ILM. If you have not done so already, click on the speaker icon above to test your audio. If you hear nothing, check your audio settings Advance to the next slide and click on the speaker icon. When audio stops, advance to the next slide, listen again to the audio or read the slide depending upon your learning needs.

3. What is an ILM? Independent – Students complete on their own, often in a venue of their choice (home, library, etc.) Learning – New material learned – Because it is independent, material should be foundational and not require active engagement of faculty (although post-module engagement is good continuation) Module – Has several components….

4. Modules Many Flavors – Reading assignment – Audio / visual podcast – Movie clip – Other assignment; calculations, case review, etc. – Others Common Elements to Consider – Instructions to students – Module itself – Self assesssment – Resources Supplemental reading Author’s contact information Other

5. Why are ILMs Important? Foundational material can be learned and mastered by learners at their own pace Learners can repeat the material (or specific sections) as necessary over time In-class time can be conserved for application rather than knowledge transfer Saves faculty time since they don’t need to present foundational material captured in an ILM

6. What Type of Material is Covered in an ILM ? Topic inclusion criteria – should be relatively narrow – should center on relatively simplistic structure identification, pattern recognition and/or memorization of general nomenclature Topic exclusion criteria – should not be rooted in complex structure- function relationships – should not require the students to achieve a higher Blooms taxonomy level of mastery – should not attempt to cover a topic found typically difficult for students – Should not require students to make complex clinical correlations.