Transcript SuccessTypes for Medical Students A Program for Improving

Learning in Groups
John W. Pelley, PhD
Texas Tech University
School Of Medicine
Lubbock, TX
www.ttuhsc.edu/SOM/success/
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Quick Recap
 We
covered brain function and personality
type as learning style
 Goal: Balance learning style
 Method: Grow dendrites in the right places
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Changing the Brain
 Temporal
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Long term memory (facts and patterns)
Exam function: recognition
 Prefrontal
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lobes (intuitive type emphasis)
Short term memory (discovery function)
Long term memory (patterns)
Exam function: ruling out
 Motor

lobes (sensing type emphasis)
area
Acts on discovery of relationships
Produces concrete experience for long term
memory
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The Learning Cycle
David Kolb adapted by Zull
Zull, 2002, The Art of Changing the Brain
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Fasiculi Allow For Short Circuiting
 Easy

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to avoid motor activity
“not enough time”
“too much material”
 Passive
temporal ↔ prefrontal
intercommunication (next slide)
 But, motor activity required for long term
memory
 Concept maps create concrete experience!
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Have A Look At Your Motherboard
Fasiculi
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Group Study
Strength in Numbers
1. Learning in groups throws the
responsibility for learning on the strongest
students. (T/F)
2. Learning in groups takes extra time. (T/F)
3. Learning in groups is highly variable and
hard to control. (T/F)
4. Learning in groups is only effective for
certain kinds of students. (T/F)
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Is Your Group Problem Solving?
Rotating Oral Examination
 Each
student takes a turn answering
questions from the group.
Question Analysis
 Students
rotate responsibility for each
answer choice to rule-out or rule-in.
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Does Your Group Have A
System?
1. Weekly meetings
2. Set a time limit
3. Seek group consensus
4. Keep multiple references open
5. Maximize integration (additional
material, comparisons, contrasts, and
cause-and-effect)
6. Always be solving a problem (previous
slide)
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Contribution Of Different
Types To Group Learning
 Your
type benefits from the strengths of the
others.
 Extraverts
energize; introverts bring depth.
 Sensing
types develop intuitive skills by
hearing intuitive thinking.
 Intuitive
types reminded of overlooked
details.
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Contribution Of Different
Types To Group Study
 Feeling
types develop logical abilities.
 Thinking
types benefit from feeling type
enthusiasm.
 Perceptive
 Judging
types keep better study schedule.
types keep the group on task.
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Question Analysis
 Shows
how are topics tested
 Shows how you have to think

(see “Survival Strategy” at SuccessTypes
website)
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Question Analysis:
“Ruling-Out” Thinking
– ultimate learning objectives
 Understanding a question
 Questions

Many do not test memorization, but organization
and integration.
 Teachers
believe that they have addressed
each “wrong” answer (called rational
alternatives)
 Each answer is correct for a different
question.
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Test Taking Style
N


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S


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style
Rule out answer choices
Don’t fit pattern
Big picture learning establishes patterns
style
Seek answer that matches memorized
knowledge
Re-read question to stimulate recall
Memorization learning requires recognition
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Steps In Question Analysis
 Understanding

How you needed to study to rule-in the correct
answer
 Understanding


the correct answer.
the wrong answers.
How you needed to study to rule-out the wrong
answers
Rephrasing the question
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Analyze This!
A tumor within the middle cranial fossa at the
foramen rotundum would most likely:
A. cause dry eye due to loss of parasympathetic
innervation to the lacrimal gland.
B. result in loss of sensory innervation to the anterior
aspect of the nasal septum.
C. have an effect on sympathetic innervation to the
nasal cavity.
*D. produce loss of sensation to the maxillary sinus.
E. cause paralysis of the tensor tympani muscle.
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Fini!
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