Dataset Information

Choose Your Own Adventure: Leading Effective Case-Based Learning Sessions Using Evidence-Based Strategies.

ABSTRACT:

Introduction

Learning how to lead engaging teaching sessions is critical for faculty development and for optimizing teaching opportunities. We developed an interactive workshop to provide an evidence-based framework for designing and facilitating case-based discussions.

Methods

This workshop was designed as a 150-minute large-group session, though a 90-minute session is possible. Six to 10 students per facilitated group is optimal. Faculty training requires approximately 30 minutes prior to the session. Associated materials include guidelines to prepare faculty facilitators and participants for the large-group discussion and small-group practice sessions with role-plays. Also included are two prompting cases, a template for designing a large- or small-group session, a form to guide constructive feedback in the role-plays, and an evaluation form.

Results

This workshop was accepted for presentation at two national conferences in 2016: the Pediatric Academic Societies Meeting (PAS) and the Pediatric Hospital Medicine Conference (PHM). Average responses to "Workshop was a valuable use of my time" were 4.93 out of 5 (PAS) and 4.45 out of 5 (PHM). Average responses to "I learned information I can apply at my home institution" were 4.93 out of 5 (PAS) and 4.80 out of 5 (PHM).

Discussion

This large- and small-group teaching module has been incorporated into multiple pediatric residency programs and rated as highly effective by learners. Learning how to develop engaging, objective-focused group teaching sessions is an essential skill that residents, chief residents, fellows, and faculty must master to make the most of teaching opportunities.

SUBMITTER: Beck J

PROVIDER: S-EPMC6342156 | biostudies-literature | 2017 Jan

REPOSITORIES: biostudies-literature

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Publications

Choose Your Own Adventure: Leading Effective Case-Based Learning Sessions Using Evidence-Based Strategies.

Beck Jimmy J Rooholamini Sahar S Wilson Lauren L Griego Elena E McDaniel Corrie C Blankenburg Rebecca R

MedEdPORTAL : the journal of teaching and learning resources 20170119

<h4>Introduction</h4>Learning how to lead engaging teaching sessions is critical for faculty development and for optimizing teaching opportunities. We developed an interactive workshop to provide an evidence-based framework for designing and facilitating case-based discussions.<h4>Methods</h4>This workshop was designed as a 150-minute large-group session, though a 90-minute session is possible. Six to 10 students per facilitated group is optimal. Faculty training requires approximately 30 minute ...[more]

PMID: 30800734

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Project description:BackgroundWhile an extensive array of existing evidence-based practices (EBPs) have the potential to improve patient outcomes, little is known about how to implement EBPs on a larger scale. Therefore, we sought to identify effective strategies for scaling up EBPs in primary care.MethodsWe conducted a systematic review with the following inclusion criteria: (i) study design: randomized and non-randomized controlled trials, before-and-after (with/without control), and interrupted time series; (ii) participants: primary care-related units (e.g., clinical sites, patients); (iii) intervention: any strategy used to scale up an EBP; (iv) comparator: no restrictions; and (v) outcomes: no restrictions. We searched MEDLINE, Embase, PsycINFO, Web of Science, CINAHL, and the Cochrane Library from database inception to August 2016 and consulted clinical trial registries and gray literature. Two reviewers independently selected eligible studies, then extracted and analyzed data following the Cochrane methodology. We extracted components of scaling-up strategies and classified them into five categories: infrastructure, policy/regulation, financial, human resources-related, and patient involvement. We extracted scaling-up process outcomes, such as coverage, and provider/patient outcomes. We validated data extraction with study authors.ResultsWe included 14 studies. They were published since 2003 and primarily conducted in low-/middle-income countries (n = 11). Most were funded by governmental organizations (n = 8). The clinical area most represented was infectious diseases (HIV, tuberculosis, and malaria, n = 8), followed by newborn/child care (n = 4), depression (n = 1), and preventing seniors' falls (n = 1). Study designs were mostly before-and-after (without control, n = 8). The most frequently targeted unit of scaling up was the clinical site (n = 11). The component of a scaling-up strategy most frequently mentioned was human resource-related (n = 12). All studies reported patient/provider outcomes. Three studies reported scaling-up coverage, but no study quantitatively reported achieving a coverage of 80% in combination with a favorable impact.ConclusionsWe found few studies assessing strategies for scaling up EBPs in primary care settings. It is uncertain whether any strategies were effective as most studies focused more on patient/provider outcomes and less on scaling-up process outcomes. Minimal consensus on the metrics of scaling up are needed for assessing the scaling up of EBPs in primary care.Trial registrationThis review is registered as PROSPERO CRD42016041461 .

Dataset Information

Choose Your Own Adventure: Leading Effective Case-Based Learning Sessions Using Evidence-Based Strategies.

Introduction

Methods

Results

Discussion

Publications

Choose Your Own Adventure: Leading Effective Case-Based Learning Sessions Using Evidence-Based Strategies.

Similar Datasets

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