Upload
rachelsaffer
View
480
Download
2
Embed Size (px)
DESCRIPTION
Learning Lunch Box 25 July 2014 - Presentation by Dr Arkendu Sen Anatomy at the Fingertips, Collaboration at Heart
Citation preview
ARKENDU SEN&
LAKSHMI SELVARATNAM Jeffrey Cheah School of Medicine & Hlth Sci
MONASH University MalaysiaMAPEL LAB
http://www.med.monash.edu.my/jcsmhs-in-monash/MAPEL-Lab.html
2Sen & Lakshmi
• Balance of Dissection Curriculum and High Resolution 3 D Images and Anatomy Resources
• Integrated curriculum with less Anatomy contact hours
• Increasing number of students –quality of Teaching & Learning
• Adult learners (majority are kinaesthetic learners) -prefer to be engaged in learning -not just listening but doing!
• Cater to the Next Gen (Y) Learners- online, visual, 3D, Social, and constantly changing
Challenges -1
3Sen & Lakshmi
• Large size of Practical Classroom – equivalent student experience for all
• Reinforce knowledge, skills and attitude domains(Bloom’s taxonomy) within Anatomy learning & Increase retention rates
Challenges - 2
4Sen & Lakshmi
AIM
• Enhance practical clinical anatomy competencies
– Through student centred learning
– Through collaborative multimodal learning> as expected in today’s professional clinical practice
• Design and evaluate pedagogical approaches which cater to – Adult learners engaged in learning –Active learners– Monash Better L & T framework
An innovative strategy:
– Medical Anatomy and Pathology E-PRACT (MAPEL) Lab-Ecosystem of Smart Tables and Resources
– Guided Collaborative Learning (GCL)
– Student Peer Teaching Demonstration (SPTD)
5Sen & Lakshmi
Innovation in Design Of Space & Technology:MAPEL LAB
Integrating Physical resources
and technology enhancements:
–Oval tables and student smart
tables with medical software
installed internet enabled PCs
–A “demonstration console” –
Teacher’s Smart table
–Data projection screens
–Anatomy resources - plastinated
cadavers, Anatomy models,
Radiographs,skeletons
6Sen & Lakshmi
Skills demonstration Streaming & Simultaneous Learning
STUDENT’S SMART TABLE (2 modes):
MODE A: Collaborative learning of digital
resources
MODE B : Multiple windows
–Window for Multicast Streaming
(camera feed) etc
– Window for Note taking
–Window for Google search
7Sen & Lakshmi
Large Cohort : Guided Collaborative Learning-GCL
Prior to practical
• MBBS Year 1 and Year 2 students assigned to PBL groups (12 students/group)
• Practical tasks were designed by the authors incorporating visual, auditory and kinaesthetic modalities (e.g. palpation and auscultation of brachial artery during BP measurement).
• Students reviewed Practical Tasks online
During practical:
GCL
• GCL : Student-centred group learning facilitated by tutors around student Smart Tables
• Hands-on use-plastinated cadaveric specimens, models, software, peer volunteers, virtual histology slides
• Integrating gross anat (e.g. knee structure), clinicalskills (e.g. knee exam), procedural anat (arthroscopy of knee), radiological anat (X-Rays, MRI ), and surface anat(knee joint landmarks)
8Sen & Lakshmi
Leverage on Extensive High Quality Monash E-resources
Within a single Learning space - allows multimodal
simultaneous interactions between: – Students & digital object/information/image, in-between
students, Students and facilitators; Students and
Anatomy models/specimens
Monash Hi Def Databases
– Primal TV
9Sen & Lakshmi
Real Time Feedback to Student Learning
Feedback to students from Teacher’s Smart
Table simultaneously by expert teacher
> Monitoring through Window for “Chat”
functions during collaborative learning
>Clickers at the end of practical – with
scenario based/clinical cases questions
streamed
10Sen & Lakshmi
Student Peer Teaching- Demonstrations (SPTD)
During practical:
SPTD
• Groups demonstrating core anatomical concepts, clinical skills, radiological and surface anatomy
• Via the Teachers Smart Table Demonstration Console in real-time and streamed to the whole class
• Moderated by lecturers• Instantaneous feedback by peers and lecturers
11Sen & Lakshmi
Educational/Student Evaluation of Pilot
STUDENT FEEDBACK comments/ testimonials (qualitative
analysis) was highly positive.
STUDENT EVALUATION (quantitative) of Smart Tables of the
different phases of the practical -strongly impacted on their
learning > 85% agreeing/ strongly agreeing to evaluation
items
MONASH FACULTY UNIT EVALUATIONS improvements was
noted after Introduction of Smart Tables
FORMATIVE ASSESSMENT
Learning Analytics : Student Interaction Analysis
12Sen & Lakshmi
Discussion
• GCL/SPTD through Smart Tables as an active learning method engages students in solving tasks, whilst giving timely feedback.
• Acquiring knowledge through social interaction is central to teaching/learning in medicine.
• Reinforces knowledge and practical skills learnt by students and aims to attain a higher level of competency (graduate attributes) by peer teaching.
13Sen & Lakshmi
Wider Applicability as a Model of Skills Learning
• Using existing Monash E-resources/infrastructure
• Participative hands-on Active Learning in a Large cohort
• Can be extrapolated to any model of STEM practical education - a way forward in Next Generation education.
14Sen & Lakshmi