OBJECTIVES By the end of this session participants will be able to: - PowerPoint PPT Presentation

OBJECTIVES By the end of this session participants will be able to: identify several potential causes of low class attendance redesign the traditional lecture experience to be more engaging compare and contrast different methods of instruction

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It’s all about ROI time investment managing priorities 15 addressing information overload 4

The symptoms: Faculty: “What did the students learn in their first year?!” Students: “I had to study everything all over again” The cause: Did the students know the information in the first place?

#2 The IKEA effect

#2 The IKEA effect

#3 “The Promise” … you will need this in a few years … my research is very important

(2000)

The Positive Impact of Team-Based Virtual Microscopy on Student Learning in Physiology and Histology (2006)

CSD Exam Performance 100 average score 92.5 85 77.5 70 2010-11 (conventional) 2012-14 (hybrid) 2015-16 (flipped) Carolyn MacHamer, PhD

2015-Flipped class evaluation 90 % of responses 68 45 23 0 Positive Neutral Negative -­‑Simply ¡Amazing. ¡This ¡was ¡the ¡only ¡course ¡in ¡the ¡series ¡that ¡ actually ¡made ¡me ¡think ¡deeply ¡about ¡the ¡principles ¡ involved ¡in ¡cellular ¡biology ¡rather ¡than ¡just ¡memorizing ¡random ¡facts. -­‑This ¡"flipped" ¡class ¡was ¡GREAT. ¡ I ¡don't ¡think ¡I've ¡ever ¡been ¡this ¡engaged ¡or ¡learned ¡as ¡much ¡with ¡any ¡of ¡the ¡ other ¡lectures ¡that ¡I ¡have ¡had ¡this ¡entire ¡year ¡( ¡including ¡other ¡classes). -­‑I ¡thought ¡this ¡was ¡the ¡best ¡lecture ¡and ¡am ¡in ¡favor ¡of ¡this ¡flipped ¡class ¡method ¡of ¡learning. ¡I ¡had ¡the ¡ most ¡ comprehension ¡from ¡this ¡lecture. -­‑I ¡loved ¡this ¡lecture. ¡I ¡think ¡it ¡was ¡the ¡best ¡lecture ¡we ¡have ¡had. ¡It ¡definitely ¡taught ¡me ¡the ¡material ¡well ¡and ¡ I ¡will ¡ not ¡forget ¡the ¡concepts ¡learned . ¡ -­‑This ¡interactive ¡"lecture" ¡was ¡the ¡best ¡thing ¡I've ¡had ¡in ¡a ¡class ¡here ¡at ¡Johns ¡Hopkins. ¡ I ¡wish ¡all ¡of ¡our ¡courses ¡ were ¡taught ¡in ¡this ¡hands-­‑on ¡way. ¡I ¡learned ¡far ¡more ¡from ¡this ¡session ¡than ¡any ¡other ¡class . ¡ Carolyn MacHamer, PhD

CREATING AN E-LECTURE

A Model of Cognitive Processing Diagrams Information Overflow Photographs Raw Data Visual Working Memory Video New • Lectures Knowledge • Integrating Long Term • Handouts Text • Organizing Memory • Readings • Analyzing Facts Spoken Word Current Knowledge Auditory Sounds

LEARNING STYLES LEARNING PREFERENCES #1 #2 #3 Aural Text Based Visual Kinesthetic

IN-CLASS EXERCISES • Peer Instruction • Audience Response

In which circuit will the light bulbs be brighter? A B C) I have no clue Poll 1 & 2 of 3

In which circuit will the light bulbs be brighter? B A C) I have no clue

RESULTS

If switch #1 is closed, what will happen to light bulb C? A B C 1 A) Become brighter B) Become dimmer C) Remain unchanged D) Not sure

If switch #1 is closed, what will happen to light bulb C? A B C A B C 1 1 A) Become brighter B) Become dimmer C) Remain unchanged D) Not sure

If switch #1 is closed, what will happen to light bulb C? A B C A B C = 1 1 A B C A) Become brighter B) Become dimmer C) Remain unchanged 1 D) Not sure

RESULTS

Training the layperson to treat victims of severe burn (natural disaster/attack) Circumferential, tender, blanches to touch

Training the layperson to treat victims of severe burn (natural disaster/attack) 1) What is the purpose of an escharotomy? 2) Would you perform an escharotomy in the situation shown to the right (why?) 3) If you were to do an escharotomy, how deep would your incision be? 4) When completing an escharotomy would you expect your patient to feel Circumferential, pain (why/why not)? tender, blanches to touch 5) How would you know if your procedure has been successful?

Training the layperson to treat victims of severe burn (natural disaster/attack) 1) What is the purpose of an escharotomy? 2) Would you perform an escharotomy in the situation shown to the right (why?) 3) If you were to do an escharotomy, how deep would your incision be? 4) When completing an escharotomy would you expect your patient to feel Circumferential, pain (why/why not)? tender, blanches to touch 5) How would you know if your procedure has been successful?

Circumferential burn Definition #1 In this circumferential burn of a young African-American male, notice how the skin has become white. The injury is considered circumferential because it completely surrounds the leg.

Blanching Definition #2 VIDEO OF BLANCHING FINGERNAIL DEMO

Escharotomy: Definition #3

A hint: i Survival i No survival i 34

Two Person Team question: Does this burn require an escharotomy? (Clicker)

Does this burn require an escharotomy? Circumferential , red, wet, shiny, painful to the touch, blanches

Does this burn require an escharotomy? Not circumferential, white and waxy, insensate at site of burn

Does this burn require an escharotomy? Circumferential, white, waxy, not painful on pin-prick, dry and feels like leather.

Does this burn require an escharotomy? Circumferential, red and white mottled appearance, does not blanch, feels soft and painful to pinprick

Does this burn require an escharotomy? White, leathery

VIDEO OF PROCEDURE How is an escharotomy performed?

Your Challenge 1) What is the purpose of an escharotomy? 2) Would you perform an escharotomy in this situation (why?) 3) If you were to do an escharotomy, how deep would be your incision? 4) When completing an escharotomy would you expect your patient to feel Circumferential, pain (why/why not)? tender, blanches to touch 5) How will you know if your procedure has been successful?

In Summary Similar content delivered at Repetition different times Reward and Saving lives reinforcement Content in multiple forms to Visualization create synergistic relationships Active engagement Saving lives Responsibility for own Disaster conditions learning Learning in a high stress environment The value of peer instruction

A problem based approach to knowledge acquisition One Hour Exam Presentation 15 Minute Problem Problem Problem Case Case Presentation Set 1 Set 2 Set 3 Study 1 Study 2 ... Micro- Micro- Micro- Micro- Micro- Presentation Presentation Presentation Presentation Presentation Creates ownership Students Specific Specific Group Click Group Group Click Answer Response Present Group Random Random Problem Discussion Selection Response Peer instruction