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Tips for Using Schema-based Learning SBL
As you can see from our two examples, schemas can be developed to promote the acquisition of new scientific knowledge as well as practice-based knowledge and skills. S-BD can be generated by faculty with experience and expertise in any number of critical knowledge or skill areas. Although, examining our own schemas is not easy, the rewards can be great. Initially, help from a medical educator or colleague can be invaluable.
- When presenting S-BD to residents as a foundation for discussion, engage the residents in an analysis of the assumptions on which the categories or relational links were based. Often these assumptions are kept private and residents are reluctant to question their teachers at this level. By fostering discussion, you are modeling critical reflection and encouraging residents to be prepared to do the same.
- When using S-BD as an organizational strategy for a lecture, keep the diagram in view so that the audience can refer to all of portions of it as the lecture proceeds.
- Schemas can be generated in a more informal way by encouraging faculty to “think aloud” as they perform any clinical task. This can be also accomplished through faculty interactions with simulated patients. (click here to view two methods for generating S-BD’s or see Attachment 5)
- When residents become accustomed to the use of S-BD, ask them to generate their own before and after a lecture or discussion. This is one way to promote resident self-assessment and gain insight into the usefulness of the session. Residents could critique and learn from the SB-D’s of other residents by comparing and contrasting features and links. You can also have residents collaborate on generating a schema diagram.
Key References (click here for selected references on this topic)
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