Becoming a Better Teacher: How to Coordinate, Execute, and Assess Instruction
I came in late and missed a couple of the presentations that were a part of this group. Here’s what I did catch.
Bringing New Methods into Library Instruction: A Case Study in Team-Based Learning
Brandi Tuttle and Adrianne Leonardelli
Trying to move away from lecture mode and into see one/teach one and other interactive learning techniques. Team-Based Learning is a structured framework. Preparation – Readiness Assurance – Application of Course Concepts. Find out if they did the work and are ready to go deeper with the concepts, then apply them. They get in groups and are going to try and do something together related to the concepts – watch videos & diagnose, do searching and find some evidence. Had to convert existing lecture content into group activities. (Had two weeks to do this!) Groups took their preparatory test and then discussed the prep material in groups. Then did some actual work searching DBs. Still struggling with how to assess a search – received that feedback days later. Still struggling with how to do this in a more timely & useful fashion.
Pre-Class prep – LibGuide with tutorials and other info. Then a 10-question test done alone and repeated in teams. Used a scratch off card to track whether they got the answer correct first or not during group work.
Benefits – they are more accountable b/c their peers will be expecting to talk with you about this. Collegial team environment. Very little lecturing and lots of doing.
Lots of prep work though, and different prep. You’re now a facilitator instead of a lecturer – be comfortable being challenged. Importance of group formation & dynamics. Need a lot of time – these classes are about 4 hours.
How do you motivate them to do the pre-class prep? Beginning, it was difficult to get them to realize they actually need to do the work. Might crash & burn at the start while they figure this out. Eventually they will realize that all of this impacts their grade – also the peer assessment grade. They also see the value of how much more they learn through the discussions.
Assessing the FACTTS: An Evidence-Based Medicine and Critical Appraisal Course for Medical Students
David C. Duggar, AHIP, Deidra Woodson, Kimberly A. Pullen, John Cyrus, Donna Timm, AHIP, Jerry McLarty, Mark P. Baggett, and Daniel E. Banks
LSU School of Med – ~100 students per class, divided into cohorts of 12-15. Class for the 4th years – library was approached to help with this academic clinical training. Did a three-years study with pre- and post-tests. Did these med students actually learn something in this class, and how many sessions of it did they need? First session – Teaching PubMed for handhelds, DynaMed, ACP Journal Club. Had to develop a clinical question based on an existing, simulated case. Second session – Also a clinical appraisal component – students discussed & appraised together in class with guidance from instructors. Third session – go back to articles found previously and had to critically appraise one. Couldn’t always do three sessions, though – sometimes only two due to scheduling problems.
About half the questions didn’t show statistically significant improvement, but overall there was significant improvement in total number of correct answers. Also found that students were using a wider variety of resources after the sessions. Faculty also realized that students needed more instruction in some of this stuff, so more classes have been and are being offered.