Tips for a Successful Return Tutorial

Ed&R

Description

Tips for a Successful Return Tutorial Tatum Langford-Korin, MA and LuAnn Wilkerson, EdD The Return Tutorial provides students an opportunity to integrate and refine their week’s learning in the context of the clinical case. It is the process of explaining which helps students clarify their understanding and identify points of confusion. The tutor plays a critical role when guiding students through the discussion of new learning and how it applies to the analysis and resolution of the case. Many of the suggestions that follow are based on a study conducted by Tatum Korin and her colleagues in the Educational Leadership Program in the Graduate School of Education and Information Sciences. Planning for the Return Tutorial • Be clear about your expectations from the start. Individual Learning Issue (LI) write ups must be 1-2 pages in length. Stay consistent. Make sure students know what to expect from you and from each other. Use the LI template and feedback form to define your expectations. • Read the Weekly Goals. Think about how to organize the Friday session to be sure these are discussed in the context of the case. • Read the submitted LI and provide feedback to individual students on their research. This process allows for the identification of the student’s strengths and weaknesses and will help shape future research efforts. o Use the LI Feedback Form to provide individual feedback. o Contribute to the on-line discussion so that your ...

Informations

• Publié par: Ustue
• Nombre de lectures: 20
• Langue: English

Extrait

Tips for a Successful Return Tutorial Tatum LangfordKorin, MA and LuAnn Wilkerson, EdD TheReturn Tutorialprovides students an opportunity to integrate and refine their week’s learning in the context of the clinical case.It is the process of explaining which helps students clarify their understanding and identify points of confusion. The tutor plays a critical role when guiding students through the discussion of new learning and how it applies to the analysis and resolution of the case.Many of the suggestions that follow are based on a study conducted by Tatum Korin and her colleagues in the Educational Leadership Program in the Graduate School of Education and Information Sciences.

Planning for the Return Tutorial •Be clear about your expectations from the start. Individual Learning Issue (LI) write ups must be 12 pages in length.Stay consistent. Make sure students know what to expect from you and from each other.Use the LI template and feedback form to define your expectations. •Read the Weekly Goals.Think about how to organize the Friday session to be sure these are discussed in the context of the case. •Read the submitted LI and provide feedback to individual students on their research. This process allows for the identification of the student’s strengths and weaknesses and will help shape future research efforts. Use the LI Feedback Form to provide individual feedback. o Contribute to the online discussion so that your comments to the entire o group enhance the topic under discussion or reinforce what a student has written. •Script theReturn Tutorial. Withthe list of Individual and Weekly Goals in front of you, review the entire case and identify places where individual Learning Issues as well as Weekly Goals could be woven into the discussion. The findings and hypotheses from Session 1 provide an ideal place for the o discussion of both Weekly and individual Learning Issues. Pages for Day Two of the case provide another way to bring in the Weekly o Goals and individual Learning Issues. •Help organize or provide food (this breaks the ice and adds to a pleasant environment for learning)

Starting the Return Tutorial •Start on time. •A review of the postings (patient data, hypothesis, action plan) from the first tutorial can help to refresh their memories and open the case discussion.What does the group think of their hypotheses or action plans now that they have done their research? •YouAsk students to provide a brief summary of the case from the First Session. might want to have everyone write a summary before asking for one student to

present. The summary should include their prioritized hypotheses. This provides practice for everyone.Making case presentations is an essential skill they will need for their clinical courses. Integrating Learning Issues •Weaving the students’ Learning Issues into the case discussion provides an opportunity for students to test their own understanding of what they have studied by applying it to this specific case. •By integrating the discussion of the Weekly Goals and individual Learning Issues into the overall case discussion, you can illustrate thathavingknowledge about a topic is as important asknowing how and when to use it. •Depending on the “expertise” of an individual student as you work through the case can help motivate thorough preparation. •Avoid reporting Learning Issuesin a sequential fashion. Only ask a student to report a learning issue outside of the case context if his or her topic does not come up naturally in the course of the discussion and time is running out •Do not let students read their Learning Issues to one another. Students should be expected to be able to explain without reading their o reports what they learned in doing their write up and how it is relevant. Consider asking students who did not do the research to explain what they o learned from reading their fellow student’s write up. Whenever possible have students illustrate or diagram mechanisms on the o board. Visualexplanations can help students develop relationships among ideas. •Integrate both the Weekly Goals and individual Learning Issues into the discussion. •Plan a way to relate the Journal Club activity into the case discussion. Wrapping Up and Testing for Understanding •The Weekly Goals should be discussed in every case, preferably in an integrated way. Weekly Goals draw on individual study as well as material in lectures and labs during the week. At the end of the tutorial, direct students to the Weekly Goals they o received with their packet of lecture notes the previous week.Ask, “How did we do on these?Do any of them require further discussion?” Students have suggested that 15 minutes be allotted to the discussion of o the Weekly Goals at the end of each case IF they have not already been covered in the case discussion. •Leave the final 5 minutes for the group to discuss the ways in which they have worked together for this case.How might they improve their effectiveness as a team? Isthere anything that they would suggest you do as the tutor to improve their functioning as a group?Decide on specific steps to take for the next case. •End on time.