Flip Your Learning Like You Do Your Teaching!
your own course based on your own needs.
The choice is yours! At TME, we’ve provided the webinars for a traditional learning environment. If you prefer a more active learning, we provide discussion questions to flip your learning. Check it out!
Professionalism in Role Modeling
- Bring your group’s, department’s, or institution’s definition of professionalism to the flipped classroom discussion.
- How can you measure and evaluate your learners (or not) based on this definition? How would you modify this definition of professionalism?
- What hidden curricula are affecting your learners?
- How can reflection be implemented in your clinical day?
No Small Feat: Running a Successful Small Group Discussion
- How do you plan to “manage yourself” as a teacher in small group discussions?
- How is your classroom environment fostering your small group discussion? How is it inhibiting it?
- How do you plan to balance participation in your small group discussion?
- Think of 3 main concepts you want to relay during your small group discussion, then create 3 questions to ask your discussion group to encourage facilitating instead of dictating knowledge. Bring these to your flipped classroom discussion to share with the group.
- What questions do you think your learners would have based on the small group discussion questions you created?
- How will you answer those to facilitate more discussion?
Mapping Your Thinking: Mind Maps and Concept Maps
- Where do you think using a mind map or concept map would be valuable in your teaching?
- Which type of map works better for your teaching concepts? Why?
- What is the biggest obstacle you foresee to using mind maps or concept maps? List 2-3 ways to plan to overcome this obstacle.
Preventing the Difficult Learner
- How do you think our system of medical education challenges our learners when it comes to the issue of autonomy?
- Brainstorm on how you could add a support system for your learners to debrief and discuss frustrations and challenges they face.
- What are ways in which you could improve your self-care? What are ways in which you could make your self-care more transparent to your learners?
Treating the Difficult Learner
- What is your biggest challenge when interacting with a difficult learner? How have you worked to overcome that challenge? What successes have you seen?
- In what ways do you already practice silent management of your learners? What new tools would you like to start to implement?
- Think of a way in which you can use one of the 3 roles in spotlight management—the fool role, the hero role, or the teacher role—when you come across a difficult learner. Discuss which role you would choose and how you would apply it.
Giving Negative Feedback
- What are the barriers that keep you from giving negative feedback? Why are these barriers for you? How can they be removed?
- What emotions shape your behavior when you give feedback? Discuss some tools you might be able to use to help control some of these emotions in preparation for a feedback session.
- Discuss 1-2 of the “top 10 tips” from the webinar you can foresee yourself using in a negative feedback session. How can you foresee yourself putting these tools to use? Be specific here.
Making Teachers Out of Learners
- Describe your first experience as a teacher and how it went, how it felt.
- What do you wish you would have known before you started teaching as a clinician?
- What is your process of preparing to teach? How does it converge or diverge from the structure we discussed in the webinar?
- Think of the last exceptionally memorable interaction you had with a patient. What was the take-home message from this interaction? How can you weave this story and its message into your next teaching session?
Making Your PowerPoint Palatable
- Describe the best PowerPoint lecture you’ve ever attended and why it was so successful.
- What changes do you plan to make to your next PowerPoint lecture based on what you learned from this webinar? Why those changes?
- How do you plan to add other teaching modalities to your lecture to increase interest and attention for your learners?