The Tutorial Process PDF

THE TUTORIAL PROCESS PROF ROBERT OPOKA SEPT 09, 2024 LEARNING OUTCOME At the end of this lesson, learners should be able to: 1. Evaluate the role of tutorials in medical education 2. Describe the 7 steps tutorial process 3. Demonstrate effectively learning from a tutorial ...

THE TUTORIAL PROCESS PROF ROBERT OPOKA SEPT 09, 2024 LEARNING OUTCOME At the end of this lesson, learners should be able to: 1. Evaluate the role of tutorials in medical education 2. Describe the 7 steps tutorial process 3. Demonstrate effectively learning from a tutorial  WHAT IS A TUTORIAL? A teaching method in which real-world problems or clinical cases are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts in a lecture. Your comments about this TUTORIALS  Cases are used as a trigger for learning SMALL Cases are real life GROUP scenarios/patient LEARNING problems are used, thus providing relevance Students learn in small groups, identify learning needs and go ahead to resolve those needs. ADVANTAGES OF CBE Methods of CBE exposes Students develop learning are students to problem student-centered. environments in identification which most will (clinical reasoning) work after and problem- graduation. solving skills. MORE ADVANTAGES OF CBE Because of active Students are in a learning, retention Students are more better position to and recall of likely to develop manage the knowledge for life-long learning information problem-solving is habits. explosion. better. THE TUTORIAL PROCESS 3 DAY PROCESS Introduction SDL Wrap up TIMETABLE YEAR 1 TRIMESTER 1 DAY/TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SDL 8.00AM - 9.00AM MBFN-1004-B018 MBFN-1001-B018 History of Medicine in Interprofessional 9.00AM - 10.00AM East Africa MBFN-1003-B018 Critical Education MBFN-1001-B018 MBFN-1002-B018 Thinking and Academic Interprofessional Information Technology Writing Education and Data Retrieval 10.00AM -11.00AM MBFN-1005-B018 Basic 11.00AM - 12.00PM Tutorials - Introduction SDL Life Support - Lecture SDL UGME/UGNE Seminar 12.00PM - 1.00PM Lunch Break 1.00pm - 2.00pm 1.00pm - 2.00pm 1.00pm - 2.00pm 1.00pm - 2.00pm 1.00pm - 2.00pm 2:00PM - 3:00 PM MBFN-1004-B018 MBFN-1003-B018 MBFN-1005-B018 Basic History of Medicine in Counselling and Tutorials - Wrap up Office Hours/Mentorship 3.00PM - 4.00PM Life Support - Practicals East Africa Communication 4.00PM - 5.00PM  Clarify unfamiliar terms, phrases and concepts Identify issues that need to be discussed, Brainstorm to generate hypotheses or THE 7- explanations STEP Make a systematic inventory/mapping of the issues METHOD list learning objectives to address knowledge gaps, Private study of the objectives and related material, Reconvene to discuss the objectives, new info.  CBL/PBL Schmidt HG. Problem- based learning: Rationale and description. Med Educ 1983; 17: 11–16  THE CASE Tell a story Real Clinical may include history, examination and or tests Based on an interest-arousing issue Relevant to the learner Has pedagogic utility or learning points. Provocative. Provokes Conflict, emotions, ethical dilemmas Short  WHAT A HEARTLESS DOCTOR I visited my cousin who was admitted in the children’s ward in one of the private rooms. He was about a year or so old, chubby and lovely but was breathing badly and loudly and his lips were beginning to turn blue. Then I saw the doctor enter the room. He picked up my cousin and pushed a gloved hand in his mouth to ‘see’ if anything was blocking the airway. There was nothing. So, he picked up my cousin on one hand and turned him to face downward. With the other hand he suddenly unleashed a few slaps on my cousin’s back. I was shocked and wanted to speak out in protest !!! But then suddenly a bright substance that looked like beads popped out of my cousin’s mouth. The coughing stopped immediately, and my cousin began to cry…. CASE A plumber sees his doctor with the following complaint: ‘During a hard cough this morning! suddenly tasted blood in my mouth. As this has occurred more often these past few weeks, I'm becoming a bit anxious.'  1. CLARIFYING CONCEPTS (UNFAMILIAR TERMS) A plumber sees his Action of group doctor with the following complaint: Point out ‘During a hard cough this morning! terms/phrases suddenly tasted blood in my mouth. As this has occurred more lacking clarity often these past few weeks, I'm becoming a That are confusing bit anxious.' Require explanations  2. DEFINING THE PROBLEM (ISSUES/THEME) Putting forward proposals for A plumber sees his doctor with the following complaint: a theme or topic ‘During a hard cough Establish boundaries of the topic this morning! suddenly tasted blood Clearly formulate a concrete in my mouth. As this has occurred more problem/theme often these past few weeks, I'm becoming a bit anxious.'  3. ANALYZING THE PROBLEM (BRAINSTORMING) Ask as many as questions as A plumber sees his doctor with the possible following complaint: ‘During a hard cough List ALL the issues that you need this morning! suddenly tasted blood to know/learn in my mouth. As this has occurred more Offers explanations from present often these past few of prior knowledge weeks, I'm becoming a bit anxious.' Be open to more or alternative explanations 4. PROBLEM ANALYSIS/SYSTEMIC CLASSIFICATION CONCEPT MAPPING Identify concepts that arise from the case Classify concepts given Indicate interrelationships Create links between listed concepts & explanations Can draw diagrams or concepts maps if necessary  5. FORMULATING LEARNING OBJECTIVES What do I need to learn Learning objectives 1. List …. Formulate learning objectives 2. Describe ……. 3. Outline …… on the basis of knowledge 4. Discuss …… 5. Evaluate ……… gap Formulate unambiguous, clear, well-defined and in concrete/measureable terms  6. SELF STUDY Define Learning strategies Select information sources Make notes/prepare a report  7. REPORT BACK SESSION Go through ALL learning objectives one by one Support presentations with diagrams/examples Quote sources Ask questions Provide additional information  Chair Rotational Control the meeting Scribe ROLES Rotational Record the issues and learning objectives Members Contribute and participate in the meeting Tutor  Actively participate in the process Question everything Interrogate the case and answers ROLE OF Volunteer explanations LEARNERS Be open to alternative views explanations Identify learning gaps Share resources and knowledge Be part of the group process CLASS ACTIVITY - 30 MINS Break up into your tutorial groups Choose a chair, scribe and tutor Use one of the cases presented to Go over first 5 steps of the tutorial process Draw a concept map Come up with 4-6 learning objectives Prepare a presentation of your Concept map Learning objectives THANK YOU