Assignment/exercise
Facilitating Facilitation: How to Promote Active Learning
MedEdPORTAL, Vol.10, 9782
Association of American Medical Colleges
04/24/2014
DOI: 10.15766/mep_2374-8265.9782
Abstract
Introduction: Medical school, especially the preclinical years, involves primarily memorizing and understanding information, while medicine involves synthesizing and applying information in a team-based setting. The Liaison Committee for Medical Education (LCME) includes the need for active learning in its Educational Standards, pushing medical schools to move learning from “remember” and “identify” towards more complex areas such as “apply” and “analyze.” One method is to design active learning small groups and to share responsibility with students for facilitation. Methods: This resource is a 90-120 minute session designed to introduce learners to the concept of active learning and effective facilitation techniques and skills. It starts with training a group of near-peer facilitators in how to run the sessions. Learners are provided with reading material and prework in advance and assigned to small groups (15 learners/group). As outlined in the Facilitator's Guide, the session consists of three discussions: (1) a model discussion facilitated by the trained facilitator, (2) a group discussion on active learning that deconstructs the first discussion in order to identify active learning and appropriate facilitation techniques, and (3) a discussion on a second theme facilitated by a group of learner volunteers using what they have just learned Results: This session was intended to train learners to facilitate. Following the session, some of the learners had the opportunity to facilitate a small group session in a medical decision making course: 88% of learners agreed or strongly agreed that they had enough preparation on facilitation skills to effectively facilitate (n = 17). Faculty comments consistently praised the facilitators for successfully engaging their peers and guiding discussion. Discussion: The session itself received positive feedback from learners, with specific praise for the book chosen, group facilitators, and opportunity to preview small group expectations and experiences for the year. This session was run as a required workshop for all incoming first-year medical students.
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Educational Objectives
By the end of this module, learners will be able to:
1. Understand the concept of active learning.
2. Facilitate an active-learning small group by observing and deconstructing a model discussion.
3. Practice their own facilitation skills and receive meaningful feedback.
Details
- Title: Subtitle
- Facilitating Facilitation: How to Promote Active Learning
- Creators
- Linda Li - University of Michigan–Ann ArborKatharine Brieger - University of Michigan–Ann ArborAdam Markovitz - University of Michigan–Ann ArborLeeAnne Flygt - University of Michigan–Ann ArborBess Connors - University of Michigan–Ann ArborJennifer Anderson - University of Michigan–Ann ArborSara Weir - University of Michigan–Ann ArborSally Santen - University of Michigan–Ann ArborLauren Wozniak - University of Michigan–Ann Arbor
- Resource Type
- Assignment/exercise
- Publication Details
- MedEdPORTAL, Vol.10, 9782
- Publisher
- Association of American Medical Colleges
- DOI
- 10.15766/mep_2374-8265.9782
- ISSN
- 2374-8265
- eISSN
- 2374-8265
- Language
- English
- Date published
- 04/24/2014
- Academic Unit
- Stead Family Department of Pediatrics; Critical Care
- Record Identifier
- 9984701747202771
Metrics
2 Record Views