https://onq.queensu.ca/shared/TLHEM/active/index.html
https://onq.queensu.ca/shared/TLHEM/assessments/index.html
https://www.kliniskhandledning.se
The above link is a link to a Swedish website for clinical teachers and superviors created by Pia Strand and Johan Agardh, Lund university and the National board of Health and Welfare. Here you can find a lot of practical tips and material. There are workshops for teachers, cases, movies for practising feedback, models for supporting development of clinical reasoning skills, podcasts, feedback tips, etc.
Google translate pages and use as much as you find it usable.
https://www.kliniskhandledning.se/resurser/poddar-for-journal-clubs-om-handledning-och-larande/
Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities.
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice
In the short video below below Eric Mazur describe how he discovered the benefits of flipped classroom.
Case method is a method of active learning where students are faced with authentic cases or cases that describe real events and problems they need to be able to handle in their future professional role.
The case-in-case method usually has one or more main actors who are faced with a problem to be solved or a decision to be made. In health and medical care education, it can be a patient or client who needs a diagnosis, nursing, treatment or other measure. The case methodology originates from Harvard Law School and in its current form from Harvard Business School in the early 1900s.
The cases are discussed and analyzed in groups where the participants must come to informed decisions. The teacher's role is to stimulate discussion and exchange of arguments and reasoning between the participants
Practical tips for case based method in Medicine https://journals.lww.com/EDHE/Fulltext/2007/20010/Applying_the_Case_Method_for_Teaching_within_the.9.aspx
The question in a case is based on the fact that there is no completely correct immediate answer (however, there may be incorrect or at least unrealistic solutions), which means that the teacher's role is to promote the students' discussion and share their own thinking, rather than being the one who holds and presents the knowledge or ways of reasoning.
The Case Method should not be confused with typical clinical “case discussions” or “rounds”. In ordinary “case discussions” the focus is more on the details of the individual (patient) problem and often on how to handle an unusual, problematic situation that results in a treatment plan.
At Harvard (and in economics in general), the cases are often long and can contain a lot of data, and often there is no "right" answer. At the case discussions, the groups are large and the students are examined on their contributions. When case methodology is used in health science education, the cases are shorter than in business. It is also more common that there is a "more correct" answer in the end, a best way to decide in the current state of knowledge.
The decision-making process used can vary between faculties (business, health), but an identification of the problem that the person who has the profession is included, followed by an analysis of the situation, reasoned proposals for decisions and suggestions for how the effects of the decision should be followed up.
Quotation below by Nuno Fernandes, Professor of Financial Management at IESE Business School, winner of the 2022 Outstanding Case Teacher competition.
Nuno Fernandes:
“For me, there are three important aspects of teaching with cases. First, they raise action and emotional levels. I believe that, in order for learning to stick, we need to go way beyond content. By placing participants in decision mode, it becomes real, and allows us to move from pure 'content delivery' to knowledge and insights.
Problem-based learning originated at McMaster Medical School in Canada in 1969 and at the University of Maastricht soon after. In Maastricht, the so-called 7-step process (7-jump) was formulated, which is often used, for example in Lund. The emergence of problem-based learning is not a coincidence, at that time students rebelled against the rule of professors at universities, and the form is a way to give students a great deal of influence over their studies.
In problem-based learning, learning is based on reality-based cases, situations that are somehow "enigmatic" at the students' level of knowledge. The learning is group-based (often 8 students) and each group has a teacher as a tutor. The cases are used for students to identify their need to learn in order to understand the problem and to be able to apply and synthesize what they have learned. The students are also trained to work in groups, to contribute to the group and to listen to others. The purpose of problem-based learning is thus not to solve the problem, although it can be included. The process includes the group meeting twice per problem, first to identify learning needs, the second time to apply what has been learned between the meetings. Group discussions usually follow a step-by-step model, such as the one designed in Maastricht.
McMaster: https://ugme.healthsci.mcmaster.ca/education/education-methods/
Maastricht: https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning
Video: https://www.youtube.com/watch?v=lZS2MbxBGCM&feature=youtu.be
Practical tips: The process of problem-based learning: what works and why
https://pubmed.ncbi.nlm.nih.gov/21752076/
Twelve tips for constructing problem-based learning cases
https://pubmed.ncbi.nlm.nih.gov/22452277/
In team-based learning, students are followed in a team (5-7) for a course or longer period. They take part in material that teachers have prepared through study individually and in the team.
Individual Readiness Assurance Test (IRAT) is created to motivate students to prepare before they meet in groups. Typically it consists of multiple-choice questions that need to be completed individually, online, prior to or at the start of groupmeeting. The teams meet in application sessions where the knowledge is tested in groups (TRAT). The individual test is often examining, and feedback is given on the group test. After the tests, the teams complete one or more application exercises prepared by the teachers. Peer evaluation of the team is important in team-based learning. The support, and teacher control, is stronger than in the other case-based forms, while at the same time retaining, and rather strengthening, the emphasis on group work. Team-based learning was started by Larry Michaelsen in the United States in 1979, as a way to be able to engage larger groups of students in active problem-solving processes.
Team-Based Learning Collaborative: http://www.teambasedlearning.org/
Film: https://vimeo.com/51713733
Read: Team-based learning: a practical guide: AMEE guide no. 65
https://pubmed.ncbi.nlm.nih.gov/22471941/
Dolmans D, Michaelsen L, van Merriënboer J, van der Vleuten C.
Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Med Teach. 2015; 37:354–9.
https://pubmed.ncbi.nlm.nih.gov/25154342/
https://onq.queensu.ca/shared/TLHEM/active/12_exmples_of_active_learning_activities.html