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students, audio-recording their discussions (n=13).
Groups were facilitated by faculty discussion
focused on patient presentation, differential
diagnosis, treatment, and application of previous
knowledge. Students were encouraged to voice their
thoughts and questions, and facilitators were
instructed not to provide direct answers. The
recordings were analyzed for overall themes and
evidence of adaptive expertise behaviors.
RESULTS
In preliminary analysis students failed to ask
questions at times of uncertainty, had difficulty
expressing themselves with confidence, lacked an
organized method for approaching the problem, and
participated in groupthink. Additionally, we noted a
gap in learned and applied knowledge as
demonstrated by students’ guessing during
questioning.
CONCLUSIONS
It appears that some basic behaviors associated with
adaptive expertise can be identified in small group
discussions. A standard PBL curriculum may not
provide students with adequate opportunities to
apply basic science knowledge to clinical situations.
Clinical challenge presentations could be used to
elicit gaps in information processing and present a
unique learning opportunity for knowledge
application and the cultivation of adaptive expertise
behaviors.
always included weekly facilitator tips. In addition,
I'm drawing from our "Facilitator's Manual" and
resources on our faculty development website.
RESULTS
A poster outlining the key principles and practices
of our best facilitators and the main challenges of
the difficult transition from lecture teaching to
facilitator.
CONCLUSIONS
A little bit of education goes a long way but we have
the dubious distinction of setting an expectation (be
a small group facilitator) and NOT providing the
requisite knowledge, skills, attitudes and tools. The
feedback and consequences are often less than
desirable. This poster will serve as a primer in the
transition from classroom teacher to small group
facilitator and as a reminder to current facilitators
about the rationale; skills and resources specifically
designed this teaching assignment.
TBL/PBL Abstract ID: 229
FACILITATOR CONNOISSEURSHIP
Stephen Davis, PhD Director, Faculty Development
Ohio Univesity Heritage College of Osteopathic
Medicine, OH, USA
PURPOSE
Problem-Based Learning (PBL) and Team-Based
Learning (TBL) and Case-Based Learning (CBL) are
increasing in popularity because research
consistently shows learning in context is a powerful
pedagogy. the methods mentioned, however,
require teachers to become facilitators...a role quite
different and unfamiliar to most new and many
experience medical educators. My proposed poster
will help fill that teacher skill gap.
METHODS
I've drawn from my dissertation in PBL at Ohio
State University and my experience orienting,
mentoring and leading 34 small group facilitators
per quarter for 8 years (24 quarters) in small group
facilitation. More significantly, I've provided
leadership for weekly facilitator meetings that
Medical Science Educator © IAMSE 2012 Volume 22(4S) 328