QHPE 601 Experiential Learning Methods
60 Questions
0 Views

Choose a study mode

Play Quiz
Study Flashcards
Spaced Repetition
Chat to lesson

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What is the primary purpose of scripts in clinical reasoning?

  • To eliminate the need for existing knowledge
  • To create algorithms for decision making
  • To automate decision making in clinical cases
  • To provide structured knowledge for understanding behavioral sequences (correct)

    • Which of the following best describes how scripts differ from algorithms?

  • Both scripts and algorithms are the same in function.
  • Scripts are used from the initiation of a process, while algorithms are not.
  • Scripts are rigid and do not allow for new information.
  • Scripts provide conceptual knowledge while algorithms provide step-by-step instructions. (correct)

    • What does the term 'automatic decision making' imply in the context of expertise?

  • Decisions made are always correct and efficient.
  • It refers to a lack of critical thinking and complacency. (correct)
  • This method encourages continual learning and adaptation.
  • It speedily resolves all clinical cases encountered.

    • Which of the following is NOT one of the five micro-skills outlined for the One-Minute Preceptor?

    <p>Develop a comprehensive treatment plan</p> Signup and view all the answers

    The SNAPPS teaching approach primarily emphasizes which aspect of clinical teaching?

    <p>Integrating history-taking with decision-making skills</p> Signup and view all the answers

    What is the function of the ‘slots’ in the example script template?

    <p>To ensure structured methods for organizing clinical reasoning</p> Signup and view all the answers

    When teaching clinical reasoning, which of the following is a concern with expertise?

    <p>Expertise can result in automatic decision-making and complacency.</p> Signup and view all the answers

    What is indicated by the term 'zone of proximal development' in the context of the One-Minute Preceptor?

    <p>The gap between what a student can do alone and what they can achieve with guidance</p> Signup and view all the answers

    In the script development process, what role do high-level conceptual knowledge structures play?

    <p>They help chunk information and guide memory retrieval in decision-making.</p> Signup and view all the answers

    What is the primary benefit of using the One-Minute Preceptor model in clinical teaching?

    <p>Preferred by students and preceptors over standard care</p> Signup and view all the answers

    Which teaching technique is NOT associated with the One-Minute Preceptor model?

    <p>Facilitating large group lectures</p> Signup and view all the answers

    How does the SNAPPS model enhance self-regulated learning?

    <p>By encouraging initial reading selections for self-study</p> Signup and view all the answers

    In comparison to usual teaching, what was the impact of the SNAPPS model on the number of differential diagnoses identified?

    <p>Increased to 2.08 from 0.81 items</p> Signup and view all the answers

    What does feedback in the context of clinical teaching aim to avoid?

    <p>Overwhelming students with excessive information</p> Signup and view all the answers

    What aspect of student learning was shown to be superior in the SNAPPS model compared to the One-Minute Preceptor?

    <p>Engagement in self-directed questioning</p> Signup and view all the answers

    What is a key characteristic of the studies included in the systematic review of SNAPPS?

    <p>They showed a significant increase in diagnostic reasoning</p> Signup and view all the answers

    What type of feedback should be provided for improvement actions during clinical teaching?

    <p>Timely and specific feedback</p> Signup and view all the answers

    What outcome did students demonstrate an increase in when utilizing the SNAPPS framework for teaching?

    <p>Justifications supporting differential diagnoses</p> Signup and view all the answers

    Which of the following statements about the One-Minute Preceptor is true?

    <p>It promotes the development of clinical reasoning in students.</p> Signup and view all the answers

    What type of problem-solving methods are crucial for non-routine tasks?

    <p>Knowledge-based problem-solving methods</p> Signup and view all the answers

    Which of the following best describes a characteristic of learner-centered experiential education?

    <p>It incorporates progressive difficulty within a community of practice.</p> Signup and view all the answers

    Expertise development is closely associated with which of the following processes?

    <p>Script formation and development.</p> Signup and view all the answers

    What cognitive strategy is vital for tackling well-structured problems?

    <p>Established problem-solving methods.</p> Signup and view all the answers

    When identifying non-recurrent skills, what aspect is essential for effective learning?

    <p>Strong methods of problem solving.</p> Signup and view all the answers

    What distinguishes ill-structured problems from well-structured problems in problem solving?

    <p>Ill-structured problems have no correct solutions, while well-structured problems do.</p> Signup and view all the answers

    Which model best emphasizes the importance of cognitive rules and schemas in problem solving?

    <p>System 1 Model</p> Signup and view all the answers

    How does expertise facilitate the interpretation of new problem-solving situations?

    <p>Experts automate tasks and generalize their understanding of problems.</p> Signup and view all the answers

    What role do causal models play in the learner's problem-solving approach?

    <p>They provide insights into how different elements influence each other.</p> Signup and view all the answers

    In terms of problem-solving phases, which strategy is primarily associated with knowledge-based methods?

    <p>Evaluating the validity of potential solutions.</p> Signup and view all the answers

    Which cognitive strategy is critical for learners to transition from novice to expert problem solvers?

    <p>Structured approaches to evaluating performance.</p> Signup and view all the answers

    What is a key characteristic of knowledge-based problem solving?

    <p>It emphasizes understanding relationships and complexity.</p> Signup and view all the answers

    Which characteristic is typical of well-structured problems?

    <p>All important components are identified</p> Signup and view all the answers

    What is the primary goal of experiential training in the development of expertise?

    <p>To provide hands-on experiences that promote psychomotor skills</p> Signup and view all the answers

    Which of the following best describes strong methods in problem solving?

    <p>Specific techniques tailored to familiar problems in a particular domain</p> Signup and view all the answers

    What type of problems require learners to incorporate multiple evaluation criteria?

    <p>Ill-structured problems</p> Signup and view all the answers

    What role does reflection play in maximizing learning from peers?

    <p>It enhances understanding through critical evaluation of experiences</p> Signup and view all the answers

    Which of these is NOT a conclusion aimed at maximizing participation?

    <p>Defining complex problems for learners</p> Signup and view all the answers

    In which scenario would weak methods be most effectively applied?

    <p>Navigating an unfamiliar problem across different domains</p> Signup and view all the answers

    How do interdisciplinary teams contribute to learning in a community of practice?

    <p>Through shared longitudinal experiences and diverse perspectives</p> Signup and view all the answers

    What distinguishes physiologically based solutions in problem solving?

    <p>Implementing specific conditions to address a scenario</p> Signup and view all the answers

    What is a defining feature of experiential learning in the context of health professional education?

    <p>Learners engage with others in roles relevant to their future career.</p> Signup and view all the answers

    Which aspect is emphasized in Billett's model of workplace-based learning?

    <p>The inseparability of participation and learning in the workplace.</p> Signup and view all the answers

    In Eraut’s model, how is informal learning at work characterized?

    <p>It involves learning that happens unconsciously during daily interactions.</p> Signup and view all the answers

    Which of the following best describes tacit knowledge in the context of workplace learning?

    <p>Understanding gained through observation and socialization, often without conscious realization.</p> Signup and view all the answers

    What is the primary theoretical underpinning of experiential education?

    <p>Constructivism, which involves learners actively constructing knowledge.</p> Signup and view all the answers

    What characteristic differentiates ill-structured problems from well-structured problems?

    <p>Ill-structured problems cannot be solved with known procedures.</p> Signup and view all the answers

    Which method is characterized as being used to solve familiar problems within a specific domain?

    <p>Strong methods</p> Signup and view all the answers

    What aspect is key to maximizing learning from peers in a community of practice?

    <p>Minimizing barriers to participation</p> Signup and view all the answers

    Which conclusion supports effective experiential learning?

    <p>Provide emotional support alongside meaningful tasks.</p> Signup and view all the answers

    In the context of problem solving, what is a key feature of knowledge-based methods?

    <p>They encompass both weak and strong methods for solutions.</p> Signup and view all the answers

    How do interdisciplinary and interprofessional teams enhance learning experiences?

    <p>By fostering collaboration through diverse insights.</p> Signup and view all the answers

    What is a critical component for moving from novice to expertise in care provision?

    <p>Experiential learning that includes real-life problem solving.</p> Signup and view all the answers

    What is a common characteristic of weak methods in problem solving?

    <p>They provide transferable skills applicable to various problems.</p> Signup and view all the answers

    What type of problems are best addressed with knowledge-based methods?

    <p>Ill-structured problems</p> Signup and view all the answers

    Which model supports problem-solving instruction during skill acquisition?

    <p>Dreyfus and Dreyfus model</p> Signup and view all the answers

    What is the primary function of System 2 in the problem-solving process?

    <p>To evaluate and monitor answers from System 1</p> Signup and view all the answers

    What is a characteristic feature of expertise in problem-solving?

    <p>Capacity to correct and monitor one's task performance</p> Signup and view all the answers

    Which type of models help learners understand how components interact in a domain?

    <p>Causal models</p> Signup and view all the answers

    In problem-solving, what is the goal of conceptual models?

    <p>To show how knowledge elements are interconnected</p> Signup and view all the answers

    Which of the following statements accurately reflects knowledge-based problem solving?

    <p>It often involves switching between various approaches.</p> Signup and view all the answers

    Study Notes

    Experiential Learning Teaching Methods

    • Course: QHPE 601
    • Focus: Evidence-based teaching and learning
    • Faculty: Dr Ahsan Sethi, Dr Daniel Rainkie

    Learning Objectives

    • Students will be able to describe approaches to teaching in the workplace
    • Students will be able to understand script formation (setting clinical reasoning)
    • Students will be able to apply the one-minute preceptor method
    • Students will be able to apply the SNAPPS method

    Scripts

    • Illness scripts and management scripts form frameworks for chunking information and problem-solving.
    • Scripts are high-level, precompiled, and conceptual knowledge structures but not algorithms.
    • Scripts are triggered by specific problems (e.g., diagnosis, presenting signs and symptoms).
    • Scripts provide structured knowledge for understanding behavioral sequences.
    • Scripts help individuals integrate new information with existing knowledge, guide memory retrieval, and enable predictions about future events.
    • Scripts contain knowledge that explains actions and sequences.

    Clinical Reasoning

    • Diagnostic reasoning: Problem-solving using illness scripts, with little risk involvement.
    • Management reasoning:
      • Diagnostic management reasoning: Diagnostic decision-making using management scripts, pretest and posttest probability, likelihood ratios, and thresholds.
      • Therapeutic management reasoning: Treatment decision-making using management scripts, pretest and posttest probability, likelihood ratios, and thresholds.

    Example of Script Development

    • Shows a progression of diagnoses and management scripts for pneumonia, community-acquired pneumonia, and pneumococcal pneumonia.
    • Highlights the different clinical features and treatments for each condition.
    • The diagram visually illustrates how scripts incorporate clinical findings into management decisions.

    Example Script Template

    • The table presents a template for scripts, showing various components, such as biological samples, imaging studies, procedures, specialists/consultants, medications, and ongoing monitoring.
    • Each component is a 'slot' or section to be filled in with specific clinical details.
    • The template categorizes components (laboratory studies, imaging, etc.).
    • Provides examples for each category.

    Example of Comparison of the Management Scripts

    • Compares management approaches for acute kidney injury between junior and senior clinicians.
    • Junior clinician uses nephrology consultation, CT abdomen, urinalysis, IV fluids, and basic metabolic panel.
    • Senior clinician utilizes renal biopsy, dialysis, Foley catheter, IVF, intake and output, daily weight, and bladder scan.
    • Approaches differ based on level of expertise, experience, and risk assessment.

    Teaching to Develop S1 and S2

    • Table outlines how cognitive principles, including system 1 and system 2 processing, guide learning.
    • Real-life problem-solving relies on both systems.
    • Well-designed practice should engage both routine and non-routine aspects for optimal learning.
    • Routine practice should utilize repetitive exercises and immediate feedback, whereas non-routine aspects need a mix of models, systematic approaches, and delayed feedback.
    • System 1 processing (e.g., scripts) develops slower than system 2 processing (e.g., analytical thinking).

    Threats of Expertise and Mastery

    • Automatic decision-making in clinical practice leads to complacency, making clinicians resistant to change.

    One-Minute Preceptor

    • A five micro-skills approach to preceptor-student encounters.
    • Focus on a single learning point and encourage critical thinking.
    • Probe for supporting evidence and ask "why" questions non-accusatorially.
    • Reinforce what was done well.
    • Give feedback on errors or omissions, but do so mindfully.
    • Teach a general principle related to the case.

    One-Minute Preceptor Evidence

    • Studies indicate the effectiveness of the one-minute preceptor model across various clinical contexts and training levels.
    • The OMP model increases differential diagnoses and justification, promotes self-regulated learning, and encourages in-depth discussions of patient management plans.

    SNAPPS

    • A six-step learner-centered approach.
    • Includes the steps of summarizing history and findings, narrowing the differential, analyzing possibilities, probing the preceptor with questions, planning management, and selecting learning issues.
    • The sequence of these steps encourages self-directed learning and active engagement with the case scenario.

    SNAPPS Evidence

    • Studies comparing SNAPPS to standard care suggest improvements in differential diagnoses and justification for diagnoses.
    • Also suggest improved discussion of patient management plans and encourages patient-centered learning strategies for improving diagnostic reasoning.

    SNAPPS vs One-Minute Preceptor

    • A study comparing SNAPPS and the one-minute preceptor found SNAPPS superior in prompting more detailed clinical reasoning questions and discussions about diagnoses and management plans.
    • Both methods appear equally efficient for case presentation time.

    Summary

    • Script formation promotes system 1 thinking: repetitive practice.
    • Feedback and reflection (variability in case presentation) promote system 2 thinking.
    • The one-minute preceptor and SNAPPS are effective frameworks for teaching in the workplace, fostering clinical reasoning skills.
    • Evidence suggests that SNAPPS may be more effective in teaching clinical reasoning than just the one-minute preceptor.

    Studying That Suits You

    Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

    Quiz Team

    Related Documents

    QHPE 601 Experiential Learning Teaching Methods PDF
    QHPE 601 Experiential Learning Models & Theory PDF

    Description

    This quiz covers evidence-based teaching and learning methods specifically designed for workplace settings. Students will explore various clinical reasoning techniques, including the one-minute preceptor and SNAPPS methods, while understanding the role of scripts in problem-solving and knowledge integration.

    More Like This

    Use Quizgecko on...
    Browser
    Open
    Browser
    Browser