QHPE 601 Experiential Learning Methods
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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 (C)</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 (D)</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 (B)</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. (C)</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 (A)</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. (B)</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 (B)</p> Signup and view all the answers

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

<p>Facilitating large group lectures (D)</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 (D)</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 (B)</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 (B)</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 (D)</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 (C)</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 (D)</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 (D)</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. (C)</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 (C)</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. (A)</p> Signup and view all the answers

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

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

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

<p>Established problem-solving methods. (C)</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. (C)</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. (C)</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 (C)</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. (D)</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. (B)</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. (D)</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. (C)</p> Signup and view all the answers

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

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

Which characteristic is typical of well-structured problems?

<p>All important components are identified (B)</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 (D)</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 (D)</p> Signup and view all the answers

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

<p>Ill-structured problems (A)</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 (C)</p> Signup and view all the answers

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

<p>Defining complex problems for learners (C)</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 (D)</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 (D)</p> Signup and view all the answers

What distinguishes physiologically based solutions in problem solving?

<p>Implementing specific conditions to address a scenario (B)</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. (B)</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. (A)</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. (B)</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. (C)</p> Signup and view all the answers

What is the primary theoretical underpinning of experiential education?

<p>Constructivism, which involves learners actively constructing knowledge. (A)</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. (A), Well-structured problems contain all relevant information. (C)</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 (A)</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 (C)</p> Signup and view all the answers

Which conclusion supports effective experiential learning?

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

How do interdisciplinary and interprofessional teams enhance learning experiences?

<p>By fostering collaboration through diverse insights. (A)</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. (D)</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. (B)</p> Signup and view all the answers

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

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

Which model supports problem-solving instruction during skill acquisition?

<p>Dreyfus and Dreyfus model (B)</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 (B)</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 (D)</p> Signup and view all the answers

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

<p>Causal models (A)</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 (B)</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. (C)</p> Signup and view all the answers

Flashcards

Experiential Learning

Learning through direct experience and application in a real-world setting.

Scripts (in clinical reasoning)

Pre-compiled knowledge structures that guide thinking through problems based on symptoms or diagnoses.

S1 thinking

Automatic, intuitive way of thinking, relying on pre-compiled scripts.

S2 thinking

Analytical and slower, more deliberate way of thinking.

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Illness scripts

Scripts concerning the development of a disease from symptoms.

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Management scripts

Scripts describing the steps to follow for a specific medical condition.

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One-Minute Preceptor

Teaching method focusing on a single learning point in a short interaction.

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Clinical Reasoning

The process of analyzing patient information to make sound medical decisions.

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SNAPPS

A teaching method. (Specific name not explained in excerpt).

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Testing Effect Principle

Active recall (or retrieval) of information strengthens memory.

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One-Minute Preceptor (OMP)

A clinical teaching method focused on prompting students to explain their clinical reasoning and supporting evidence.

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Differential Diagnosis

The process of identifying possible causes for a set of symptoms.

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Feedback

Providing suggestions and recommendations for improvement.

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Positive Reinforcement

Strengthening a desirable behavior by rewarding it.

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Systematic Review

A research approach combining findings from multiple studies to summarize existing evidence on a specific topic.

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Clinical Teaching Methods

Strategies used by healthcare professionals to enhance students' learning & skill development.

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Student's Clinical Reasoning

The process that medical students use to think through patient cases and potential diagnoses.

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Assessment of Clinical Reasoning

How reasoning is tested and observed.

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Knowledge-based problem solving

Solving problems using existing knowledge, understanding of relationships and concepts, and experiences. This is helpful when dealing with complex issues with multiple possible solutions.

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Ill-structured Problem

A problem with unclear goals, multiple potential solutions, and often limited information, requiring knowledge-based approaches.

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Well-structured Problem

A problem with clear goals, a defined set of steps, and readily available information, often solvable using specific methods.

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Dreyfus and Dreyfus Model

A model that describes five stages of expertise development - novice, advanced beginner, competent, proficient, and expert - with each stage demonstrating increasing problem-solving skills and knowledge.

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Expert Problem Solving

Problem solving by highly skilled individuals characterized by automated skills, efficient decision-making, and a deeper understanding of complex situations.

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System 1 Thinking

Fast, intuitive, automatic thinking that relies on mental shortcuts, rules-of-thumb, and pre-existing knowledge.

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System 2 Thinking

Slow, deliberate, and analytical thinking that monitors and corrects System 1's responses, considering new information and reasoning.

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Contextual Situatedness

Knowledge is learned best when it's connected to real-world activities and social connections.

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Meaningful Tasks

Learning activities should feel relevant to the learner and have a clear purpose.

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Affective Support

Creating a safe and encouraging environment for learning.

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Pedagogical Support

Providing clear instructions, feedback, and guidance during learning.

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Minimizing Barriers

Removing any obstacles that prevent learners from participating actively.

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Learning from Others

Learning from peers and experienced people in a community.

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Reflection

Thinking critically about what you learned and how you can improve.

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Non-recurrent Skill

A skill or problem that is not encountered frequently, requiring knowledge-based problem solving.

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Routine vs Non-Routine Tasks

Routine tasks are solved using familiar, established methods, while non-routine tasks demand knowledge application and flexible thinking.

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What is the relationship between script formation and expertise?

Script formation, the development of mental shortcuts for solving problems, increases with expertise. It's a sign of growing competence.

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Community of Practice

A group of people who share common interests, practices, and knowledge, and learn from each other.

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Billett's Model

Describes how learning occurs in workplaces by interacting with people and systems.

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Eraut's Model

Explains that learning at work happens through both formal and informal interactions, including unspoken knowledge.

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Tacit Knowledge

Unwritten, unspoken knowledge gained through experience and observation, often in a specific workplace context.

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Constructivism

A learning theory that emphasizes active knowledge building by learners, rather than passive absorption of information.

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Weak problem-solving methods

Transferable skills used to solve unfamiliar problems in any domain, adaptable to new situations. It's like a toolbox with general tools for various tasks.

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Strong problem-solving methods

Specific skills used to solve familiar problems in a particular domain, relying on pre-existing knowledge and experience. It's like having a specific recipe to follow.

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Maximize learning from others

Encouraging and facilitating learning through collaboration, mentorship, and peer interaction within a supportive community.

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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.

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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.

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