Brown, G., & Manogue, M. (2001). AMEE medical education guide no. 22: Refreshing lecturing: A guide for lecturers. Medical Teacher, 23(3), 231-244. 10.1080/01421590120043000
Leinster, S. (2009). Learning in the clinical environment. Medical Teacher, 31(2), 79-81.Clinical learning is central to medical education. Learning theories suggest that it is most effective when students are actively engaged with patient care and receiving timely feedback. Changes in health care delivery mean that learning must take place in a variety of clinical settings. The ‘One Minute Preceptor’ approach allows teaching to take place in the course of routine delivery of care.
Thomson, R., Fisher, J., & Steinert, Y. (2022, February). Twelve tips for small group teaching 2.0 - rebooted for remote and HyFlex learning. Medical Teacher, 1-6.Small group teaching (SGT) is not just the delivery of teaching to a small number of learners – it is, instead, underpinned by learner–learner interaction, discussion, and collaboration. The advent of readily available technology, combined with the need to maintain learner and teacher safety during the COVID-19 pandemic, has led to a surge in remote learning, and significant increases in synchronous hybrid learning environments, also known as HyFlex learning, in which some learners join remotely and others do so in-person. Teaching in this manner brings new challenges and opportunities and, when compared to face-to-face SGT, requires teachers to employ a complementary repertoire of skills. Against this backdrop, and with the pressing need to up-skill teachers in this domain, we take a fresh look at previously published tips for SGT and reboot these strategies in the context of remote and HyFlex SGT. The challenges of adapting these tips in a changed environment will be considered, and refashioned strategies for their application will be offered.
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-Based Learning: A practical guide: Amee guide no. 65. Medical Teacher, 34(5).Team-based learning™ (TBL) is an instructional strategy developed in the business school environment in the early 1990s by Dr Michaelsen who wanted the benefits of small group learning within large classes. In 2001, a US federal granting agency awarded funds for educators in the health sciences to learn about and implement the strategy in their educational programs; TBL was put forward as one such strategy and as a result it is used in over 60 US and international health science professional schools. TBL is very different from problem-based learning (PBL) and other small group approaches in that there is no need for multiple faculty or rooms, students must come prepared to sessions, and individual and small groups of students (teams) are highly accountable for their contributions to team productivity. The instructor must be a content-expert, but need not have any experience or expertise in group process to conduct a successful TBL session. Students do not need any specific instruction in teamwork since they learn how to be collaborative and productive in the process. TBL can replace or complement a lecture-based course or curriculum.