1. Interactive and Engaging Teaching Approaches Jeffrey Rakofsky, MD

2. GETTING AND MAINTAINING ATTENTION  Catch them with a catchy title  Crisp learning objectives  Tell a story  Power-point pointers: “Entertain, don’t overwhelm.”

3. MOVING BEYOND THE POWERPOINT  Vocal dynamics/vocal underlining  Full body movements  Use metaphors  Use the white board  Practice/practice/practice/edit

4. PROMOTING DISCUSSION AS A TEACHER  Start with broad or provocative questions  Use problem-sets/vignettes  Assign reading  Point out similar and contrasting themes in students’ responses  Ignore your transference

5. Interactive and Engaging Teaching Approaches Gene Farber, PhD, ABPP

6. GETTING AND MAINTAINING ATTENTION  Create anticipation – what value will be gained?  Use narrative frame to tell a scholarly story  Offer a tangible takeaway message with immediate relevance or application

7. MOVING BEYOND THE POWERPOINT  Use of case material for group discussion  Role play clinical scenarios  Use of audio or visual media

8. PROMOTING DISCUSSION AS A TEACHER  Facilitate group norms that encourage mutual participation and dialogue  Promote idea of student as expert  Establish treatment team concept for case discussion

9. Interactive and Engaging Teaching Approaches Gene Farber, PhD, ABPP

10. GETTING AND MAINTAINING ATTENTION  Create anticipation – what value will be gained?  Use narrative frame to tell a scholarly story  Offer a tangible takeaway message with immediate relevance or application

11. MOVING BEYOND THE POWERPOINT  Use of case material for group discussion  Role play clinical scenarios  Use of audio or visual media

12. PROMOTING DISCUSSION AS A TEACHER  Facilitate group norms that encourage mutual participation and dialogue  Promote idea of student as expert  Establish treatment team concept for case discussion

13. Interactive and Engaging Teaching Approaches Martha Ward, MD

14. GETTING AND MAINTAINING ATTENTION  Respect your learner  Be prepared  Tell a story  Require participation  Flip the Classroom

15. MOVING BEYOND THE POWERPOINT  Chalk talk  Small group/case-based learning  Role play  Use of Standardized Patients or Simulation  Readings and discussion

16. PROMOTING DISCUSSION AS A TEACHER  What do your students want to learn?  Make it immediately applicable  Use clinical cases whenever possible  Ask questions:  Open ended: What is going on?  Action: What would you do next?  Challenge: Why do you say that?  Prediction: Given this finding on exam, what do you think her diagnosis could be?

17. Interactive and Engaging Teaching Approaches Boadie Dunlop, MD

18. GETTING AND MAINTAINING ATTENTION  Use one’s social strengths (humor, story- telling)  Check in with the learners to see what they already know  Not just at beginning, but also as you move through the lecture.  Put sand in the gears  Instill a sense of anxiety that they don’t know enough  Challenge their assumptions/what they think they know.

19. MOVING BEYOND THE POWERPOINT  Know the primary goals of the lecture:  Convey a large amount of material Versus  Stimulating discussion and thought  Summarize sections as you go through, so the info feels to be in more manageable chunks  Check in to be see if you’ve lost anyone at these points in the lecture.  Recognize that learning styles vary between students  It may be hard to strike a balance  MDs: Used to large volume lectures  Learners may not realize what they need to learn

20. PROMOTING DISCUSSION AS A TEACHER  Avoid asking questions where there is clearly a right answer, unless you intend to show how the “correct” answer is “wrong”  When using case examples, exploit aspects of cases where the answer is not clear.  Ask what they have been taught by other faculty  Emphasizing differences in ideas between faculty can open the space for the learner to speak up, as it underscores the uncertainty of knowledge  Ask them what they treatment they would want as a patient