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

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

Jul 27, 2023 214 likes •689 views

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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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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15

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4

15

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

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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?

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#2 The IKEA effect

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#2 The IKEA effect

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#3 “The Promise”

… you will need this in a few years … my research is very important

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(2000)

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

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CSD Exam Performance average score

70 77.5 85 92.5 100

2010-11 (conventional) 2012-14 (hybrid) 2015-16 (flipped)

Carolyn MacHamer, PhD

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  • ­‑This ¡"flipped" ¡class ¡was ¡GREAT. ¡I ¡don't ¡think ¡I've ¡ever ¡been ¡this ¡engaged ¡or ¡learned ¡as ¡much ¡with ¡any ¡of ¡the ¡
  • ther ¡lectures ¡that ¡I ¡have ¡had ¡this ¡entire ¡year ¡( ¡including ¡other ¡classes).
  • ­‑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.

  • ­‑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. ¡

2015-Flipped class evaluation

% of responses

23 45 68 90

Positive Neutral Negative

Carolyn MacHamer, PhD

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CREATING AN E-LECTURE

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  • Integrating
  • Organizing
  • Analyzing

Auditory Visual

A Model of Cognitive Processing

Diagrams Video Text Photographs Spoken Word Sounds

Raw Data

  • Lectures
  • Handouts
  • Readings

Working Memory Information Overflow

Current Knowledge

Long Term Memory

New Knowledge Facts

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LEARNING STYLES LEARNING PREFERENCES

Aural Text Based Visual Kinesthetic #1

#2 #3

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IN-CLASS EXERCISES

  • Peer Instruction
  • Audience Response
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In which circuit will the light bulbs be brighter?

A B

C) I have no clue

Poll 1 & 2 of 3

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A B

In which circuit will the light bulbs be brighter?

C) I have no clue

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RESULTS

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A B C 1

If switch #1 is closed, what will happen to light bulb C?

A) Become brighter B) Become dimmer C) Remain unchanged D) Not sure

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If switch #1 is closed, what will happen to light bulb C?

A B C 1 A B C 1

A) Become brighter B) Become dimmer C) Remain unchanged D) Not sure

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A B C 1

If switch #1 is closed, what will happen to light bulb C?

A B C 1

A B C 1

= A) Become brighter B) Become dimmer C) Remain unchanged D) Not sure

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RESULTS

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Training the layperson to treat victims of severe burn (natural disaster/attack)

Circumferential, tender, blanches to touch

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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 pain (why/why not)? 5) How would you know if your procedure has been successful?

Circumferential, tender, blanches to touch

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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 pain (why/why not)? 5) How would you know if your procedure has been successful?

Circumferential, tender, blanches to touch

Training the layperson to treat victims of severe burn (natural disaster/attack)

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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.

Definition #1

Circumferential burn

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VIDEO OF BLANCHING FINGERNAIL DEMO Blanching

Definition #2

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Escharotomy:

Definition #3

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Survival i No survival i A hint: i

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

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Circumferential, red, wet, shiny, painful to the touch, blanches

Does this burn require an escharotomy?

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Not circumferential, white and waxy, insensate at site of burn

Does this burn require an escharotomy?

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Circumferential, white, waxy, not painful on pin-prick, dry and feels like leather.

Does this burn require an escharotomy?

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Circumferential, red and white mottled appearance, does not blanch, feels soft and painful to pinprick

Does this burn require an escharotomy?

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White, leathery

Does this burn require an escharotomy?

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How is an escharotomy performed?

VIDEO OF PROCEDURE

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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 pain (why/why not)? 5) How will you know if your procedure has been successful?

Circumferential, tender, blanches to touch

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Repetition

Similar content delivered at different times

Reward and reinforcement

Saving lives

Visualization

Content in multiple forms to create synergistic relationships

Active engagement

Saving lives

Responsibility for own learning

Disaster conditions

Learning in a high stress environment The value of peer instruction

In Summary

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One Hour Presentation

15 Minute Presentation Problem Set 1

Micro- Presentation

Problem Set 3

Micro- Presentation

Case Study 1

Micro- Presentation

Case Study 2

Micro- Presentation

...

Problem Set 2

Micro- Presentation

Present Problem

Students Click

Random Selection Group Discussion

Group Click

Specific Group Answer Specific Group Response

Random Response Creates ownership Peer instruction

A problem based approach to knowledge acquisition

Exam