1. Thoughts on Teaching Public Health and the Health Work Force University of Medical Sciences Thimphu February 26, 2015

2. Objectives in Teaching Communicating Content BUT ALSO Problem Solving Leadership/Working in Teams Becoming Change Agents Communicating with Disparate Groups – Written – Oral Basis for Life Long Learning

3. A Shift in How We Teach Moving Away from the Lecture – Dates to Medieval Times – Modern Version—Death by PowerPoint – Still Valuable When Done Well Towards Active, Student Centered Learning – Clear Teaching Objectives – “Flipping the Classroom” – Interacting with the Class – Using the Case Method When Appropriate – Team-Based Problem Solving Projects – Individual Papers and Presentations – Students Reflect on What They Have Learned – Student Evaluations

4. Clear Teaching Objectives For the Course – State in the Syllabus – What Skills/Competencies will the Students Develop? – A “Road Map for Learning” For Individual Lectures or Class Sessions – Relate to Course Objectives and Previous Sessions Assessment Methodologies – How Do We Know the Students Have Developed the Competency? – Don’t Just Rely on Exams

5. “Flipping the Classroom” Lecture Content Before Class – On-line Videos Creative Use of U-tube – Professional Journal Articles – Textbook Materials “Electronic Textbooks” Hyperlinks to Examples and Sources On Line Glossary of Key Terms – Pre-Class Quizzes to Be Sure Students Do the Work Electronic Learning Management Systems (Blackboard, etc) – Links to Readings – Pre-class Quizzes – Submission of Assignments – Online Discussion Boards – Supplementary Materials

6. Interacting with the Class Ask Students to Explain a Reading or Show a Problem Solution Interrogating a Student (Socratic method): – Non-threatening Allow time for response – Challenge the Student to Support Statements – Build on what student may have misunderstood Encourage Questions from the Students “I don’t understand why it works this way” The Teachable Moment – Use Current Events or Student Inquiries to Make a Point – Recent Local Case of Hospital Acquired Infection – Ebola outbreak Epidemiology Infection Control Behavioral Health

7. Teaching with the Case Method Works in many areas – Epidemiology (case finding) – Differential Diagnosis – Monitoring and Evaluation – Management and Finance – Nursing Administration Write Your Own---Particularize to Bhutan – Don’t Just Tell a Story – Sequence Information and Force Students to Make Decisions Leading the Class Discussion – Don’t Tell the Students What the Case Proves – Get the Students to Make the Learning Points Should Students Prepare Individually or in Groups?

8. Team Based Problem Solving Set Each Group a Problem: – Design a Monitoring System – Develop a Health Education Program – Analyze this Data Base – Prepare a Budget – Decide Which Drugs to Add to an Essential Medicines List – How to Supervise/Motivate/Discipline a Difficult Employee Students must: – Divide up the Work – Collect the Evidence (literature, maybe field data) – Develop Conclusions – Prepare the Product Structure as a Consulting Assignment in Support of Existing Health Professionals? – Would MOH provide “Clients”?

9. Team Based Problem Solving (2) This is the Essence of Active, Student Centered Learning BUT What About the Student Who Does Not Pull His Weight: – Rely on Peer Pressure? Hard to Assess if Individual Students Have Developed the Competence – Even if the Result is Good

10. Individual Papers and Presentations Example: The Classic Clinical Case Presentation Develops: – Ability to Acquire and Use Information – Communication Skills Of Little Value without Feedback – Don’t Just Give a Grade – Comment: Substance---Strength of Evidence and Argument Written---Structure, Organization, Clarity Oral---Emphasis, Speaking style – Draft and Final for Some Assignments – Labor Intensive for the Teacher

11. Students Reflect on What They Have Learned Journals? Weekly Comments on Readings---What did you Learn from Article X or Y? Encourage Students to Admit When They Are Confused: – Diagnose Misunderstandings – Try to Understand Why the Student does not Understand – Develop New Examples or Alter Readings and Lecture Examples

12. Student Evaluations Not Just a Popularity Contest – Sometimes, a Painful Part of Teaching – Rankings Less Important than Comments What Worked for the Students, What Did Not: – Readings and Materials – Exercises and Papers – Guest Lectures – Did Course Develop Skills as Promised? Use this Feedback to Improve the Next Offering

13. Teaching the Teachers to Teach (T5) Program for New Public Health Faculty in India Program Objectives – Strengthen Curriculum – Broaden Teaching Perspective and Techniques – Develop Faculty Leadership – Strengthen Institution Techniques (with Guidance) – New Faculty Prepare Curriculum Modules – Peer Review of Practice Teaching Peer Review an Underused Technique Students are Harder on Teaching Quality than Peers – Action Plan to Improve Learning Environment

14. Conclusion With active, student centered learning we can: IMPROVE STUDENT COMPETENCE PREPARE THEM FOR PRACTICE MAKE OUR COURSES MORE ENGAGING