An overview of teaching and learning at the School of Medicine

Kashmira Dave & Glenn Mason

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August 18th 2016

Approaches to teaching and learning

• Knowledge and application of basic sciences

• Learning in context – authentic & experiential learning

• Collaborative learning

• Self-directed learning

• Scaffolded learning

The medical degree at

School Internship

Year 1 Year 2 Year 3 Year 4 Year 5

• On campus • Problem-based learning • Various tutorials • Clinical skills at hospital

• Off campus • Hospital-based teaching

and learning • Experiential learning

Problem-based learning

• Problem-based learning – What is PBL?

Process • Students are provided with progressively ongoing

content/information • Generate learning issues • Formulation of hypotheses Outcomes • Development of clinical reasoning skills • Reflection on gaps in knowledge • Collaboration/teamwork

Delivery platform for PBL

• Delivery platform

– Learning activity management system (LAMS)

– LAMS cases are learning objects

– Easy to modify & release

• vUWS used for self-assessment

Benefits • LAMS as a tool for delivery of reusable content

Flipped classrooms

• Context

– Year two

– 6 week Infectious disease block

Online lectures

Quiz

Choose group and leader

Attend face-to-face tutorial/ Feedback session

Team-based learning • Students in teams (online or face-to-face)

Medicine in Context and blended learning

Weekly online tasks

Educational benefits • Structured student

engagement in highly complex domains

• Management of student concerns

• Individual reflection

Face-to-face tutorials

Delivered using LAMS

• Social determinants of health • Broad range of topics • Medicine isn’t all about biomedical

science!

Interactive learning in pathology

During tutorial sessions Educational objectives

• Greater engagement with material

• Responsibility for answers

• Opportunity to consult with peers during tutorial

• ‘Doing’ activity and not passive consumption of knowledge

Pathology teaching • Traditionally didactic

Nearpod.com

The scientific streams

The streams are a hybrid of educational ideas and practice:

– Constructive alignment and active learning • Learning outcomes mapped against educational

activities

– Student-centred

– Scaffolding • Guiding students

– Self-directed and collaborative

– Student-led discussions

– Facilitated discussions

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• Cardiovascular disease and risk

• Oncology

• Immunity and Infection

• Genes, growth and Development

• Nutrition and Metabolism

• Neuroscience

• Addiction Medicine

• Trauma and Critical Care

• Indigenous Health

• Technology and Testing

A trauma case

Postgraduate courses

• Graduate diplomas:

– Cardiac sonography

– Obstetrics and Gynaecology

– Immunology

• Small student numbers

• A range of technologies (articulate, vUWS, zoom)

Assessment

• Longitudinal assessment – Potential change to MD degree

– Investigating the role of portfolio in new degree structure

– SoM has experience with PebblePad

• Objective Structured Clinical Examination (OSCE) – iPads for scoring

– iPads for ‘unmanned’ OSCEs

Curriculum map

Possible educational benefits

• Access to curriculum for self-directed learning • Identify gaps in learning • Revision tool for Assessments • Mental schema/model of full curriculum – connecting up the parts

Questions?