Look Familiar?

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Adult Learners Knowledgeable and experienced Mutual respect Self-directed and want to learn Engaged with material on emotional and intellectual level Relevant, Practical & Goal-oriented

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Three Key Elements of Active Learning Silberman, 1998 Process information Different learning styles Safety and connection Activity Variety Participation

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Active Learning and Planning Effective Presentations COL Louis Dainty, MD USUHS Department of OB/GYN

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Objectives Reviewed adult learner characteristics Examined 4 I’s of active learning Reviewed and Applied 7 steps to a future event Decided on 3 I’s for your next event

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Power Point Is It Evil? Less effective teaching modality Can be very effective in combination Valuable tool to help focus points

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Lecture (5%) Reading (10%) Audiovisual (20%) Demonstration (30%) Discussion Group (50%) Practice By Doing (75%) Teach Others / Immediate Use of Learning (90%) Bethel, Maine: National Training Laboratories (1960s) Average Retention Rate after 24 hours Active Learning

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology 5th century BC philosopher Lao-Tse wrote: “If you tell me, I will listen. If you show me, I will see. But if you let me experience, I will learn”

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Warning Order Your boss s at 3:30pm on Friday and asks you to prepare a lecture on “Common Gynecologic Emergencies”

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology The 7 Steps of Planning Who? Why? When? Where? What? What for? How?

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology First things first…. Learning Needs Assessment: –Information gathering process –Assists in the 7 steps –Learners participate in the planning –Respect principle: learner focused

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology What do you think? Using the cards at your table Which are the two most important? Is there a logical order to these steps? Which do you have questions about?

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Worksheet Activity Fill in the who and why portions Be as specific as you can Discuss this with your neighbor

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 1: Who? Number of attendees Profile of participants –Students, nurses, PAs, EMTs –What do they already know?

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 2: Why? Why is this lecture important? Why are you here?

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Worksheet Activity Fill in the when and where Be as detailed as you can be Discuss this with your neighbor

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 3: When? Time of day Length of session How much can be taught How much time to prepare

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 4: Where? Site: classroom, lecture hall, etc. Convenient & accessible Facilitates small-groups AV support as needed Lighting and sound

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Worksheet Activity Fill in the what and what for Use verbs for the objectives Discuss this with your neighbor

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 5: What? Content of the course Addresses: –Skills –Knowledge –Attitudes Informed by the needs assessment Relates to the objectives

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 6: What for? What learners will do with content Learning objectives of the course –Specific, measurable –Expressed by verbs –“By the end of this session, we will have reviewed and applied the 7 steps of planning”

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Step 7: How? Organization Learning tasks Materials needed

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Active Learning Strategies

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology The 4 I’s Model Inductive Input Implementation Integration

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Activity Use active learning principles Brainstorm Inductive task ideas Input task ideas Implementation task ideas Integration task ideas Be prepared to share ideas with the group

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Take home points Safety, Respect and Connection Practical, relevant, goal-oriented info Activity, Variety, and Participation Planning is critical to success

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Take home points Use the 7 Steps for every lecture Use the 4 I’s to make it active Our adult learners deserve it

U NIFORMED S ERVICES U NIVERSITY of the Health Sciences Department of Obstetrics and Gynecology Questions?