Transcript Clickers/ARS/CRS/EVS/PRS/Keypads

Clickers/ARS/CRS/EVS/PRS/Keypads
Workshop for 13th May 2012
A modest contribution from a newcomer to the game
Colin Block
Clinical Microbiology & Infectious Diseases
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Mini-quiz/survey
• How much time did you devote to
preparing for this workshop?
A. > 4 hours
B. 3-4 hours
C. 2-3 hours
D. 1-2 hours
E. < 1 hour
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Clinical Microbiology & Infectious Diseases
Almost 30 students felt free to admit they
invested little or no time in preparing the
workshop
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My emphases
• Some basic issues
• Item types
• Clickers for the “basic science” segments of
the curriculum
• Some examples
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What is this stuff anyway?
• A very seductive idea
• A great way of actively involving the students
• A fashion wave?
• A respectable technique?
• Do clickers actually make a difference to
anything?
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Well?
• It depends…
• Some interesting literature
– With mixed results
• Much ‘uninteresting’…
– With mixed results
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What do we (I) want from clicker questions?
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Active participation of students (“engagement”)
Active discussion among the students
“Deep” learning and better understanding
Reveal misunderstandings and misconceptions
Improved knowledge retention
Attendance (?), grading, peer grading, etc
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WHAT CAN WE LEARN FROM THE
LITERATURE?
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• A study in a Developmental Biology course
• Strong case for clicker use in a clearly defined and
deliberate way
• Addresses faculty concerns frankly and clearly
– Proposes solutions
– Desscribes adaptation away from traditional methods
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Electronic voting to encourage interactive
lectures: a randomised trial
• Gynaecologists from Australia
• Less convinced about the advantages (but
apparently not worse)
• Problematic design, but similar studies and
findings do appear in the literature
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Added value?
• An interesting angle
• Methodology not well matched to our limited
use of the clickers (but the future is a big
place)
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• There is much more
• The next slide offers a useful resource
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A useful resource
http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/
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http://www.podnetwork.org/publications/teachingexcellence/0910/V21,%20N3%20Bruff.pdf
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He also has a book: Teaching with Classroom Response Systems: Creating Active Learning
Environments. Wiley 2009
ISBN: 978-0-470-28893-1
Bruff contd
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One best answer questions
Student perspective questions
Misconception questions
Peer assessment questions
Why clickers?
– Anonymity in class > safety > honesty >
participation in discussion
– Individual responses can be tracked >
accountability > grading etc
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ONE BEST ANSWER
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Which of the following descriptions most closely fits
the term “formative assessment”?
A. A quiz or test given to a class to enable students and their
teachers to assess their progress in learning
B. An evaluation of a course being developed to ensure its
suitability for a group of students
C. A student’s clinical evaluation of a child’s development
D. A peer opinion of a teacher’s success in improving his
teaching evaluations by the students
E. An evaluation of a piece of reflective writing by a student to
assess his perception of his progress
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Which of the following descriptions most closely fits
the term “formative assessment”?
A. A quiz or test given to a class to enable students and their
teachers to assess their progress in learning
B. An evaluation of a course being developed to ensure its
suitability for a group of students
C. A student’s clinical evaluation of a child’s development
D. A peer opinion of a teacher’s success in improving his
teaching evaluations by the students
E. An evaluation of a piece of reflective writing by a student to
assess his perception of his progress
This is quite a subtle question that can be used to generate discussion; the
answers could be diagrammed as follows:
LEAST CORRECT -C---D--------------B------E-----A- MOST CORRECT
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STUDENT PERSPECTIVE QUESTIONS
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• We haven’t had a good opportunity yet to
design such questions in medical microbiology
• Vaccine refusal will be one area for their use
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REVEALING MISCONCEPTIONS
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Here is an example from one of our Case Workshops of a question
deliberately chosen to expose a common misconception…
Case 3 – Severe pneumonia in a patient with systemic
lupus erythematosus on chronic steroid therapy
• A middle-aged woman who has suffered for years with
SLE and requires maintenance therapy with
corticosteroids finally has an opportunity to take a
holiday at a luxury Hotel in Eilat. She returns to her
home in Jerusalem feeling relatively well and rested,
but after a few days becomes febrile and short of
breath and within a short time finds herself in hospital
with a severe pneumonia.
The diagnosis reached in the Workshop is Legionnaire’s disease:
Legionella pneumophila infection
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‫…‪Here is the relevant question‬‬
‫‪14. What is the significance of the patient’s holiday in the‬‬
‫?‪clinical story‬‬
‫‪ .A‬חשיפה לאנשים רבים‬
‫‪ .B‬רמה גבוהה של אבק נושא פטריות וחיידקי סביבה באוויר באילת‬
‫‪ .C‬חשיפה לאוויר ממוזג בבית מלון‬
‫‪ .D‬חשיפה למים חמים בבית מלון‬
‫‪23‬‬
Here is the relevant question…
14. What is the significance of the patient’s holiday in the
clinical story?
‫ חשיפה לאנשים רבים‬.A
‫ רמה גבוהה של אבק נושא פטריות וחיידקי סביבה באוויר באילת‬.B
‫ חשיפה לאוויר ממוזג בבית מלון‬.C
‫ חשיפה למים חמים בבית מלון‬.D
This issue is then dealt with in the discussion and the source of the
misconception explained
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PEER ASSESSMENT
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• The plan is to use for grading peer lectures
• 12 short frontal lectures prepared and
delivered by small groups
• Grading
• Competition?
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Learning to play the game
CLICKERS IN “BASIC SCIENCES”
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Assessing the Integration of Audience Response
System Technology in Teaching of Anatomical
Sciences
(Genetics)
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Some examples
PROBLEM SOLVING (AND MAYBE
SOME ‘CLINICAL’ REASONING?)
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‫• הרופא איבחן קלינית שלחולה הזה (מס' ‪ )1‬קרוב לוודאי‬
‫יש ‪ .pneumococcal pneumonia‬במעבדה בודקים את‬
‫צביעת הגרם של הליחה‪ ,‬ומוצאים את התמונה הבאה‪.‬‬
‫באיזו מידה תומכים הממצאים באבחנה?‬
‫‪ .A‬מוכיחים את האבחנה‬
‫‪ .B‬בעד האבחנה במידה מסוימת‬
‫‪ .C‬לא משפיעים על האבחנה‬
‫‪ .D‬נוטים לשלילת האבחנה‬
‫‪ .E‬שוללים את האבחנה‬
‫‪30‬‬
‫‪X1000‬‬
‫• הרופא איבחן קלינית שלחולה הזה (מס' ‪ )1‬קרוב לוודאי‬
‫יש ‪ .pneumococcal pneumonia‬במעבדה בודקים את‬
‫צביעת הגרם של הליחה‪ ,‬ומוצאים את התמונה הבאה‪.‬‬
‫באיזו מידה תומכים הממצאים באבחנה?‬
‫‪ .A‬מוכיחים את האבחנה‬
‫‪ .B‬בעד האבחנה במידה מסוימת‬
‫‪ .C‬לא משפיעים על האבחנה‬
‫‪ .D‬נוטים לשלילת האבחנה‬
‫‪ .E‬שוללים את האבחנה‬
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‫‪X1000‬‬
‫מדען ערך ניסוי במסגרת מחקר באלימות חיידק מסוים‪.‬‬
‫הוא הזריק כמויות שונות של החיידק לקבוצות של ‪25‬‬
‫עכברים כל אחת (‪ .)A-E‬להלן התוצאות בתום הניסוי‪.‬‬
‫• באיזו קבוצה נקבע ה‪?ID50-‬‬
‫כמות החיידקים עכברים חולים עכברים מתים‬
‫‪1,000 A‬‬
‫‪1‬‬
‫‪0‬‬
‫‪10,000 B‬‬
‫‪3‬‬
‫‪0‬‬
‫‪100,000 C‬‬
‫‪8‬‬
‫‪2‬‬
‫‪1,000,000 D‬‬
‫‪13‬‬
‫‪6‬‬
‫‪10,000,000 E‬‬
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‫‪13‬‬
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‫‪A very simple example that tests knowledge and a little calculation:‬‬
‫?”‪-What is “ID‬‬
‫?‪-What does “50” mean‬‬
‫מדען ערך ניסוי במסגרת מחקר באלימות חיידק מסוים‪.‬‬
‫הוא הזריק כמויות שונות של החיידק לקבוצות של ‪25‬‬
‫עכברים כל אחת (‪ .)A-E‬להלן התוצאות בתום הניסוי‪.‬‬
‫• באיזו קבוצה נקבע ה‪?ID50-‬‬
‫כמות החיידקים עכברים חולים עכברים מתים‬
‫‪1,000 A‬‬
‫‪1‬‬
‫‪0‬‬
‫‪10,000 B‬‬
‫‪3‬‬
‫‪0‬‬
‫‪100,000 C‬‬
‫‪8‬‬
‫‪2‬‬
‫‪1,000,000 D‬‬
‫‪13‬‬
‫‪6‬‬
‫‪10,000,000 E‬‬
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‫‪13‬‬
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A question that tests knowledge and reasoning/
application of knowledge, and encourages learning
‫ של האמה מופיע‬necrotizing fasciitis ‫במקרה של‬
?‫ מהו הגורם למחלה‬.‫הממצא שבתמונה‬
Group A beta-hemolytic streptococcus .A
Clostridium septicum .B
Vibrio vulnificus .C
Aeromonas hydrophila .D
Streptococcus pyogenes .E
Escherichia vulneris .F
This Q is of NO USE for exams
‫ של האמה מופיע‬necrotizing fasciitis ‫במקרה של‬
?‫ מהו הגורם למחלה‬.‫הממצא שבתמונה‬
Group A beta-hemolytic streptococcus .A
Clostridium septicum .B
Vibrio vulnificus .C
Aeromonas hydrophila .D
Streptococcus pyogenes .E
Escherichia vulneris .F
This Q is of NO USE for exams
‫ של האמה מופיע‬necrotizing fasciitis ‫במקרה של‬
?‫ מהו הגורם למחלה‬.‫הממצא שבתמונה‬
Group A beta-hemolytic streptococcus .A
Knowledge:
Clostridium septicum .B
• All the bugs > necrotizing fasciitis
• Group A strep & S. pyogenes are the
Vibrio vulnificus .C
same
Reasoning and application:
Aeromonas hydrophila .D
• What’s the finding in the photo?
• How does it suggest a specific
Streptococcus pyogenes .E
pathogen from the options?
• Which of the organisms produces a
Escherichia vulneris .F
confluent erythematous rash that
blanches with pressure?
Learning:
• The discussion preceding the voting
• The discussion after the voting
Some bottom lines
• Join the revolution…
• Accept the inevitability of reducing content
– Transfer some of the responsibility for knowledge
acquisition to the students (assignments etc)
• Become knowledgeable in the use of the
technique
– Unnecessary to replicate others’ past mistakes
– Range of useful applications, even if not every
variation has yet been solidly proven to make
better doctors
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