26 TH ACADEMIC COUNCIL ST APRIL 2015 Breakout session Group C “EXPERIENTIAL LEARNING”

Remits of Breakout session Desired Outcomes To identify actions to be taken to consolidate and develop experiential learning at IMU Questions to Ponder and to Get Input from Partner Schools  1. To discuss the proposed framework for experiential learning in IMU  2. To discuss assessment strategies for experiential framework  3. To discuss needs for faculty development in experiential learning  4. To discuss evaluation strategies for implementation of experiential learning  5. To identify research priorities in experiential learning

Kolb’s learning styles

StageDescription Activities to help Outputs (as evidence of participation and for assessment) Concrete experience Kolb's cycle starts with a concrete experience, i.e. doing something in which the individual, team or organisation are assigned a task. Key to learning therefore is active involvement. In Kolb's model one cannot learn by simply watching or reading about it, to learn effectively the individual, team or organisation must actually do. Ice breakers & energisers Team games Problem solving Discussion Practical exercises, e.g. making a presentation Debates Presentation of experience and learning

Stage Description Activities to help Outputs (as evidence of participation and for assessment) Reflective observation The second stage in the cycle is that of reflective observation, i.e. taking time-out from "doing" and stepping back from the task and reviewing what has been done and experienced. At this stage lots of questions are asked and communication channels are opened to others members of the team. Ask for observation Write a short report on what took place Give feedback to other participants Quiet thinking time Tea & coffee breaks Completing learning logs or diaries Logs or Diaries

Stage Description Activities to help Outputs (as evidence of participation and for assessment) Abstract conceptualisation Abstract conceptualisation is the process of making sense of what has happened and involves interpreting the events and understanding the relationships between them. The learner makes comparisons between what they have done, and reflect upon what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed. Present models Give theories Give facts Presentation of models

Stage Description Activities to help Outputs (as evidence of participation and for assessment) Active experimentation In the final stage the learner considers how they are going to put what they have learnt into practice. Planning enables taking the new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled. For learning to be useful most people need to place it in a context that is relevant to them. Give learners time to plan Use case studies Use role play Ask learners to use real problems A plan for future practice

IMU ‘s experience in ExpL Most schools have learning activities that fits into experiential learning eg; community oriented projects, clinical practice, internship etc. The roles of the facilitators are carried out by the respective faculties of each programme. Reflection is usually done in writing. Evaluation of activities is mainly through student’s feedback. Specific training for faculties on ‘facilitator’s roles’ and for students on ‘reflection in and on action’ is minimal.

Assessment The outputs proposed in Table 1 may be used as evidence of learning, and used for assessment. The following approaches may also be considered: Maintenance of a learning journal or a portfolio (being done in Clinical School, log book has been revised recently) Presentation on what has been learnt Self-evaluation of a task performed (and also peer assessment especially for soft skills and personal attributes) Essay or report on what has been learnt (preferably with references to excerpts from reflective writing) –the REFLECTIVE JOURNAL to be monitored through the mentor-mentee system Reflection on critical incidents (beyond that as described above – both positive and negative elements /learning are reflected an action taken) Short answer questions of a ‘why’ or ‘explain’ nature (the whole process could be assessed through direct observation, portfolio and journal and structured reflective writing. Of particular interest in clinical medicine is aspects which are normally not assessed e.g humanism, empathy and communication – breaking bad news. ) A project that develops ideas further (group or individual)

Facilitator/Faculty development Should all faculty development be framed in ExpL? What training should be in the 70:20;10?

Evaluation The Chapman et. al. (1995), framework is proposed Qualitative and quantitative feedback on the following criteria: Providing a mixture of content and process Encouraging the big picture Creating emotional investment Developing values Promoting reflection Absence of excessive judgement Developing meaningful relationships Going beyond the comfort zone Chapman S, McPhee P, Proudman B. (1995). What is Experiential Education? In Warren, K. (Ed.).The Theory of Experiential Education (pp ). Dubuque: Kendall/Hunt Publishing Company.

Research priorities

TIME FOR DISCUSSION Refer the remits. THANK YOU