Medical Schools should aim to provide support for clinicians in the planning, examiner and resource developer roles and work with them to ensure that they are involved, but offer support to reduce the administrative burden of these areas. This will then allow more time for the teaching/facilitator/mentor roles that are so important to student learning.
Currently I work with the academics, clinical teachers at our hospital, creating learning resources, student guides and electronic assessments to enhance and support the teaching program and the student learning experience. My involvement in this area will continue to expand with the redesign of learning and assessment in our teaching facility. More emphasis is being placed on effective eLearning programs, utilising flipped learning approaches along with mobile delivery of both learning resources and assessments.
My involvement in curriculum planning and participation in examinations will grow as we move forward with the implementation of digital assessments and digital program evaluations. My role in the development of electronic work place based assessments and other student examinations (long case examinations, MiniCEX) will have a positive impact for students, examiners and program administrators. Improving efficiencies and reliability for our student assessment processes.
My commitment to support faculty in their professional development is important. The faculty ‘teach the teacher’ programs I initiated over a decade ago have changed with access to technologies that more efficient delivery options. Initially I introduced as a series of face to face workshops but are now delivered through a blended learning program. eLearning modules support the practical workshops. My future involvement will focus on curating the teaching resources, accessing FOAMed and using social media to expand professional learning networks of our teaching staff.
Instructional strategies, learning and assessment design based on cognitive principles
Theory informed instruction:
Components of learning design: visual/interaction/multimedia
- Learning design to reduce cognitive load
- Reduce extraneous load
- Optimise intrinsic load
- Transfer of information from working memory to long-term memory
- Intrinsic motivation to promote self-regulated learning
Blended learning and assessment delivery strategy
- eLearning –preparation and pre-class readiness assurance
- Microlearning – bite sized chunks – sequenced / pace / modelling
- Visual and multi-media design – Potential ways of reducing extraneous cognitive load (through avoiding/minimizing modality effects).
- Worked examples
- Authentic tasks
- Real world context
- Use of analogies – linking new ideas to what students already know
- Tasks that require students to provide explanation (the how and why) focus on the meaning
- Use of stories/ mnemomics for hard to remember content
- Carefully paced explanation
- Feedback/reflection – to facilitate self-regulated learning
- Additional Practice examples
- Assessment – self tests to practice – to assist students to monitor their own progress and thinking
- In-class activities: Interactive workshop
- MCQs – quizzes to ascertain student knowledge level and to practice
- Team based collaborative
- Case based scenarios
- Worked examples – step by step demonstration – with guidance and scaffolding that is gradually removed with subsequent case scenarios – giving students to move to independent problem solving
- Using multiple modalities in presentation of content – graphic with verbal explanation
- Deliberate practice – providing different problems/contexts with similar underlying structure for students to draw upon and translate to the different presenting problem
- Workplace learning
- Applying learning to clinical setting
- Micro-learning / mobile delivery/ clinical guidelines at point of need/at point of care
- Feedback specific and clear, focused on task and improvement