Flipping the College of Medicine on Its Side

Max Anderson, MLIS, Instructional Designer

Julie Mann, MA, Associate Director

University of Illinois at ChicagoCollege of Medicine

Undergraduate Medical Education

Attributed to Jean-Marc Côté between 1899-1910

Malcolm Knowles “Andragogy”• Establish an effective learning climate, where

learners feel safe and comfortable expressing themselves

• Involve learners in diagnosing their own needs – this will help trigger internal motivation

• Involve learners in evaluating their own learning – this can develop their skills of critical reflection

© Copyright Roy William Shakespeare and licensed for reuse under this Creative Commons License.

Students learn best by…

Students learn best when instructors employ active teaching methods like:

A.LectureB. Audio-VisualC. PracticeD.Reading

“Tell me, and I forget. Show me, and I remember. Involve me, and I understand” ~ Chinese proverb

Faculty are uncomfortable with the technology; fear of not being in control

Students might not being their device to class, or it doesn’t work for whatever reason

Activities that are not centered on student learning and achievement give the perception of

busywork

Engaging the Faculty

• Demonstrated how to use clickers• Let them borrow a receiver base - play in

order to learn• Documentation• One-on-one meetings• Hand-holding• Work with faculty on question writing

Engaging the Students

• Demonstrated how to use clickers• Students caught on pretty quickly• Well-written questions• Timely use

What makes a good question?

Q1 A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows?a) Minerals in the soilb) Organic matter in the soilc) Gases in the aird) Sunlight

Q2 What causes the seasons?a) The change in the earth’s distance from the sun

during the yearb) The tilt of the earth’s axisc) Changes in the sun’s brightnessd) Changes in the cloudse) None of the above

What makes a good question?

• Survey / Demographic Data• Simple Retention / Conceptual “One Right Answer”• Discussion or “No One Right Answer”• Opinion / Critical Thinking• True / False• Application of Factual knowledge• Prediction / Reasoning

I feel that using clickers today helped me to participate in class.

A.TrueB. False

Selected ReferencesForest, C.P. (2012). The effect of audience response systems on adult learning: Evidence-based

rationale and audience response systems implementation guide. The Journal of Physician Assistant Education, 23(4), 54-59.

Hayden, S. (2013). Teaching with technology: Dr. Angel Hoekstra and Dr. Stephanie Mollborn on clickers. Retrieved from http://assett.colorado.edu/teaching-with-technology-dr-angel-hoekstra-and-dr-stefanie-mollborn-on-clickers/

Hoekstra, A. (2008). Vibrant Student Voices: Exploring effects of the use of clickers in large college classrooms. Learning, Media and Technology 33(4), 329-341.

 

LaRose, J. A. (2009). Engage your audience. Professional Safety, 54(6), 58-62.

 

Latessa, R. and Mouw, D. (2005). Use of an audience response system to augment interactive learning. Innovations in Family Medicine Education, 37(1), 12-14.

 

MacGeorge, E. L. et al. (2008). Student evaluation of audience response technology in large lecture classes. Educational Technology, Research and Development, 56(2), 125-145.

 

Mazur, E. (1997). Peer Instruction: A User’s Manual. Upper Saddle River: Prentice Hall

 

Stowell, J. R. and Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253-258.

Max Anderson, MLIS, Instructional Designermax@uic.edu

Julie Mann, MA, Associate Director jlmann@uic.edu

University of Illinois at ChicagoCollege of Medicine

Undergraduate Medical Education