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Sunday, February 26 • 9:15am - 10:45am
(DEER VALLEY) Case Studies in Successful Active Classroom Activities

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Abstract Body: There is a lot of attention in the literature and at recent meetings about the strategies of active learning and flipped classroom teaching in medical education, but often the classroom activities receive less attention than the pre-class work. While designing the pre-class work of a flipped classroom session might feel more difficult to instructors, the active sessions are often where students feel the impact of these teaching modalities. Over recent years, UCSF School of Medicine has made a shift to use classroom time for different types of active learning instead of lectures. This has included the adoption of many techniques, with different levels of success. We have also collected detailed feedback from students and faculty on these sessions in order to continue to improve future teaching sessions. This workshop will focus on real examples of active learning and the reactions of students and faculty to the different techniques. The evaluations of these sessions are a rich resource and these “case studies” can help workshop participants build skills to design and improve their own active classroom sessions. Objectives: Describe the evidence supporting active learning as an educational strategy. Describe a range of active learning techniques for multiple teaching situations. Illustrate challenges in the implementation of active learning. Evaluate “case study” samples of active learning activities to identify areas of strength and areas for improvement. Methods: We will start with a short presentation introducing the research and evidence for bringing active learning techniques into the classroom. We will present a range of techniques from moments of active learning to intersperse in a traditional lecture to active sessions that can replace a lecture entirely. The workshop will then focus on a series of short “case studies” of active learning sessions used at UCSF School of Medicine in the past year. We will look at the design of sessions as well as student and faculty evaluations and complete an assessment of each session to identify strengths to repeat in future sessions as well as areas to improve. Intended Outcomes Audience will be able to: Define active learning Describe a range of techniques to bring active learning to different teaching formats (lecture, large group, small group, clinical teaching) Evaluate sample active teaching lessons Discuss trends and themes from student and faculty evaluations of sessions Identify areas for improvement in active learning sessions Target Audience: Faculty, faculty development professionals, course directors, administrators, instructional designers. 

avatar for Katherine Hyland

Katherine Hyland

Professor, University of California, San Francisco
- UME, Genetics and Biochemistry | - Curriculum Development | - Faculty Development | - Active Learning/Flipped Classroom | - Peer Review of Teaching

Sunday February 26, 2017 9:15am - 10:45am

Attendees (26)