JULY SUMMARY

The responses to the July’s Question, “When Learners get it Wrong: Handling Incorrect Responses without Intimidating the Learner Discussion” were great examples of the fact that there really isn’t one right way to address any teaching question. The following are just a few “pearls” from the list.

• It is important to build a safe learning environment so that learners are willing to ask and answer questions.


• If the learner is more advanced and seems certain of an incorrect fact, ask a follow-up question concerning their source. If no one has supporting evidence send the individual or group out to find the correct response.


• Look for a “kernel of truth” in the response and work from there.
• For early learners, ask questions in a form that doesn’t require “one right answer”.
• When asking questions, know the difference between “wrong” and “not my way” and respond accordingly.
• Try to avoid “what am I thinking” questions
• Respectfully correct the response and “move on”

What our faculty “bloggers” were telling us on this issue is that their solutions depend on the context. In this case “time” was sometimes a factor. Another factor was “importance of the answer to “good practice”. Another factor was the existing relationship you have with the learner group. Teaching, like medicine and to a lesser degree science, is an "it depends" profession!

WHEN LEARNERS GET IT WRONG

WHEN LEARNERS GET IT WRONG: Handling Incorrect Responses Without Intimidating the Learner and Turning Off Discussion.

When doing observations of teaching in the classroom and clinics, I often pay special attention to how faculty handle incorrect responses. Some teachers use the incorrect response as a springboard for teaching. Others -move on- asking another student or resident to help out. Another group answers the question themselves while still another group (unfortunately) ridicules or makes fun of the incorrect response. While we all can agree that the last strategy is probably not the best, is there one best way to make sure the learner and the rest of the group are clear about the correct answer while not shutting down that learner or the others that are in the group?

What works for you? Is there one best way? Is there clearly a wrong way? Do we worry too much about hurting our learners feelings?

June Summary

The responses to the June Question, “How Do You Effectively Teach Multi Level Learner Groups?” were great examples of expertise in teaching. If you haven’t already read through the comments be sure to click on the Archives for June to read each great idea.
Our faculty came through with 13 excellent suggestions. The following are just a few “pearls” from the list. The advice from the faculty was given primarily in the context of “teaching rounds” :

• Set expectations for teaching rounds. Give each level learner a specific role. Three of our responders suggested giving the student the first question and asking the more senior learners to “build on” the student response. Another approach was to start with the student and a pathophysiology question, then move on to interns for signs and symptoms and differential while saving the management questions for the resident.
• Give opportunities for senior residents to teach. This can be planned (where the senior and the team know that the senior will be “running the show” for a certain number of cases) or impromptu where you ask the senior for their opinion and direct the student questions to them for response. In both instances, give the senior feedback on their teaching

Hopscotch Teaching.. or Teaching to Multi-level Groups

Both clinical and basic science teachers often ask me questions about teaching/facilitating groups composed of learners at different levels. From my observations, I’ve found that it is not uncommon for faculty to conduct hospital teaching rounds where the team is composed of medical students, interns, residents and possibly some fellows. Researchers facilitate conferences and lecture to groups that include graduate students, medical students, fellows, and colleagues. The question is, how do you keep them all engaged and learning?

Have you ever faced this situation before? If so, how did you handle it?