Speaker Information
- ACGME Physician Competencies
- Learning Objectives
Active and Passive Learning
Measurable Learner-Center Objectives
Action Verbs
- Post Presentation Assessment
Clinical Case Studies
Format
Case Scenario Examples
Patient care that is compassionate, appropriate, and effective for the treatment of health. Practice-based learning and improvement involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvement in patient care. Interpersonal and communication skills result in effective information exchange and teaming with patients, their families, and other health professionals. Professionalism is manifest by commitment to carryout professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population. Medical knowledge demonstrates established and evolving biomedical, clinical and cognate (e.g., epidemiological and social-behavioral) sciences and the application of this knowledge to patient care. System-based practice is manifest by actions that demonstrate an awareness of and responsiveness to the lager context and system for health care and the ability to effectively call on system resources to provide care that is of optimal value. |
A learning-centered teaching approach requires that you shift your focus from what you as the instructor are going to cover in your presentation to one that focuses on the information and tools you can provide for your learners to promote learning and intellectual development. Your teaching should be structures so that new learning is built on old. New learning is not understood unless it is connected to existing concepts, knowledge and experience. learning is often accomplished in a passive manner by having instructors or content transmitted to the learners for them to absorb. However, passive methods of learning such as listening do not require learners to make neural connections or conceptualizations. And this is the least effective method of transmitting new concepts and knowledge. Where as active learning requires the learner to be involved and engaged in the instructional process. This can be accomplished by involving learners through discussion or engaging in problem-solving activities based on the new information or experiences. To develop thinking and comprehension skills, link old information to new through engaging learners verbally in analysis, problem soling, and evaluation of the new material. One of the best teaching tools is to have learners react to the new material through activities such as problem-based learning or the use of case studies. This can be accomplished through verbally presenting situations that require feedback and participation of the learners. This could include the use of an ARA system. |
Measurable Learner-Center Objectives: Specifically what knowledge, competency and/or performance skill should the attendee be able to demonstrate they have mastered as a result of this educational activity? Objectives should be built around very discrete tasks such as: Endovascular Thoracic Aortic Aneurysm Repair At the conclusion of this educational activity, participants should be able to:
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Action Verbs When writing learning objectives, please do not use: Appreciate, Know, Learn, Understand, Believe, Have an awareness of, Internalize, Grasp the significance of. They are inadequate, are open to interpretation, are non-specific, and are not measurable. Below are action oriented task specific verbs that can be utilized in developing measurable learner-center objectives. Please note that the desired level of assessment for CME activities should be focused on the Comprehension level and higher levels. This does not mean that one objective can be based on knowledge. |
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Case Base Scenarios Below are examples of case-based scenarios which are designed to assess if the learner can translate the knowledge/information provided into a practical application.
When submitting your case please indicate the correct answer for each question. |