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Tips for using Guided Learning Experiences
Learning guides may be added to any learning experience, including chart reviews, readings, small group conferences, journal clubs, and/or videotapes.
- When choosing guiding questions, look to your objectives or the list of general competencies to direct your choices. If it is not easy for you to think in terms of educational objectives, think about your “intentions” for that educational experience; that is, what do you want the residents to know and be able to do? Then write questions that would lead the resident toward that intention or outcome.
- The use of existing heuristics or guidelines can be helpful because they may have been validated with a larger group. We often remember particularly useful guides that may have helped us think through a problem or experience. Share those with residents and refrain from use of simple detailed checklists.
- Write your questions at a “conceptual or principle” level rather than at the “fact” level. Just providing a “laundry list” of issues to consider does not, by itself, provide the same effect.
- Questions should help residents break down complex problems into sub-tasks.
- Invest time in listening to residents’ reactions and responses, and provide feedback. Lack of faculty attention to the process decreases the value of the process for residents.
- Build assessment into the process. Responses to guided questions may be collected in portfolios or used to assess what has been learned and/or experienced.
Key References (click here for selected references on this topic)
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