Case Base Tutor Preparation

 This interactive session will review the goals of case-based learning in the curriculum and some of the changes that have been made. Participants will develop an understanding of ways to promote active learning and student engagement. There will be short didactic presentations interspersed with opportunities to ask questions and brainstorm ideas.

Objectives:

1. Describe the recent changes in the preclerkship curriculum
2. Explain the meaning of active learning and how this is used to promote deeper learning
3. Identify ways to engage students with a variety of learning styles
4. Give examples of approaches to deal with challenges that arise in small group learning

This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Dalhousie University Continuing Professional Development and Medical Education for up to 2.0 MAINPRO+ credits. As an accredited provider, Dalhousie University Continuing Professional Development and Medical Education, designates this continuing professional development activity for up to 2.0 credit hours as an accredited group learning Section 1 activity as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada. Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found online at edhub.ama-assn.org

• Have you struggled to set expectations in small group learning?
• Have you wondered how you might engage quieter learners in your small group?
• Have you wondered what you can do when someone dominates discussions in small groups?
• Do you struggle with giving feedback to your learner in small groups?
• Would you like to tutor but are not in Halifax Saint John?

If you answered yes to any of these questions, read on!

This course has been created to increase faculty comfort with small group facilitation in virtual, hybrid and face to face environments. It consists of four weekly synchronous virtual workshops.

By the end of the course, participants will be able to:

1. Apply the principles of active learning in small group facilitation
2. Demonstrate skills to engage different types of learners in small groups
3. Explain how to navigate the challenges of facilitating small groups virtually or in hybrid formats.
4. Demonstrate how to provide constructive learner feedback

All sessions are 7:00 pm – 9:00 pm via zoom

1. September 24th, 2024
2. October 1st, 2024
3. October 8^th, 2024
4. October 15^th, 2024

The titles, brief descriptions for each session and objectives are listed below. There will be office hours available with the course facilitator to bring questions or concerns forward that can be integrated into the course. The timing of the office hours will be determined once the course starts, and we obtain feedback from the participants.

This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Dalhousie University Continuing Professional Development and Medical Education for up to 8.0 MAINPRO+ credits. As an accredited provider, Dalhousie University Continuing Professional Development and Medical Education, designates this continuing professional development activity for up to 8.0 credit hours as an accredited group learning Section 1 activity as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada.

Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found online at edhub.ama-assn.org.

Course description:

Week 1: Tips and Tricks When Facilitating Small Groups

In the first interactive workshop, participants will be introduced to effective small group facilitation. Review the brief videos available on Brightspace prior to the workshop to demonstrate the goals of small group learning and how to set the scene. During the workshop, participants will have the opportunity to use what they are learning.

Following completion of this workshop participants will be able to:

1. Explain what is meant by active learning
2. Effectively set up a small group to promote active learning
3. Identify ways to promote an inclusive learning environment that engages all learner types
4. Explain how to troubleshoot challenges if facilitating small groups virtually or in a hybrid format

Week 2: Beyond questions and answers

In the second interactive workshop, participants will identify ways to facilitate discussions that promote deeper learning. As students prepare for clerkship, they need to move beyond surface learning and regurgitating facts to problem solving and application of knowledge. In small groups we have the opportunity to foster these skills and help students hit the ground running when moving from Med 2 to Med 3. Once in clerkship, we can help hone these skills. 

Following completion of this workshop, participants will be able to:

1. Apply the new format of small group learning to foster deep learning at the pre clerkship level
2. Give examples of ways to promote knowledge application as students move through the curriculum
3. Identify challenges and solutions when small groups are not going as expected

Week 3: What can I say? The importance of feedback.

A brief didactic presentation will introduce the topic of feedback. Following this, participants will have the opportunity to consider what feedback should be provided in a variety of simulated scenarios. They will have an opportunity to practice in small groups and provide input to one another.

Following completion of this workshop, participants will be able to:

1. Describe what is meant by effective feedback
2. Explain how feedback is used in the undergraduate medical curriculum
3. Demonstrate how to give constructive feedback using simulated scenarios
4. Identify challenges and potential solutions when giving feedback

Week 4: What is happening for you? Identifying opportunities for change.

In this last workshop, participants will have the opportunity to bring forward challenges they have faced in current teaching or previous small group facilitation. Each participant will have the opportunity to share their experience and the group will brainstorm ideas around solutions.

Each person will then identify what they would plan to do differently or build on moving forward.

Following completion of this workshop, participants will be able to:

1. Identify challenges in small group facilitation
2. Engage in problem solving solutions to the identified challenges
3. Apply options discussed to enhance teaching

Optional - PART 2: Apply for Category 3 CME credits

Participants will arrange with the course facilitator a time that works for your tutoring to be observed. This will be with the facilitator joining virtually with their camera off. Using a peer review tool, you will be provided with feedback on the following areas:

1. Facilitating active learning. Is there anything else you can do to enhance this?
2. Ensuring all students are engaged in the small group learning process. Are you using all tools at your disposal to have all students participating in the discussions?
3. Is there space for students to try and make mistakes?
4. Are their opportunities for learners to problem solve together?

The objectives for this second part of the course would be:

1. Give examples of things that worked well and identify challenges when facilitating small groups
2. Identify ways to enhance small group facilitation based on feedback
3. Describe the changes you will commit to based on the feedback