Lead(s): Todd Taylor
Intended Learning Outcomes
(What should learners be able to do after the session?)
- List key components of a successful active learning environment (e.g. know audience, set expectations with the student, allow for active participation, and debrief)
- Define the roles of the learner and preceptor in the Learner-Centered teaching model
- Recognize when to use various teaching models (e.g SNAPPS or 5 microskills [One Minute Preceptor] for ambulatory setting and BID for surgical setting)
Facilitators
Please email a facilitator directly to request a workshop. If you have questions, please email
| Name | Areas of Expertise/Interest |
|---|---|
| Todd A. Taylor, MD | Learner Engagement, Psychological Safety |
| Jennifer Goedken, MD | Professionalism, Learner Engagement |
| Jennifer Spicer, MD, MPH | Creating active learning environments, Setting learners' expectations, Strategies for engaging learners during lectures and in clinical settings |
Suggested Interactive Learning and Teaching Activities
Specialty/setting specific role playing of any of the following activities: facilitating student expectation setting; debriefing and determining follow up learning; using the SNAPPS, 5 Microskills (One Minute Preceptor), or BID models
Other Resources
Association of Professors of Gynecology and Obstetrics (APGO) Effective Preceptor Series video:
- #2-Teaching Strategies for the Ambulatory Setting,
- #3 Teaching Strategies in the OR
- #7 Teaching Skills for the Preceptor-Learner Centered Model
Session Evaluation Tools
Evaluate an Engaging the Learner session
Acknowledgements
Thank you to those who came together to develop the intended learning outcomes and list of suggested interactive learning and teaching activities:
- Todd Taylor
- Jenny Goedken