Ideas for Classroom Learning Sessions – Organization and Structure
- Attendings should provide 3-5 learning objectives for each session
- Objectives should be available to the residents > 1 week ahead of the session
- Objectives should be brief and task-oriented, rather than a list of topics
- Poor example: Acute retinal necrosis
- Good example: Describe the clinical presentation, exam findings, differential diagnosis, treatment, and prognosis for acute retinal necrosis.
- Good example: Compare the patient histories and exam findings in acute retinal necrosis and progressive outer retinal necrosis
- During the week, residents will be responsible for learning material on their own in accordance with session learning objectives.
- Attendings should suggest specific pre-work material to be reviewed.
- Pre-work may include reading BCSC chapters, watching previous years’ lecture recordings on Moran CORE, other content online, peer-reviewed articles, etc.
- Depending on lecturer preference, residents can send questions and/or specific patient cases prior to the session to be reviewed during the lecture session.
- The interactive learning session can include:
- Case presentations
- Small group discussions
- Oral boards style questions
- Practice questions (OKAP style, quiz worksheets, or open-ended)
- Jeopardy-style review game
- Review of clinical images relevant to topic
- Review of surgical or diagnostic videos relevant to topic
- Teaching styles to avoid:
- Traditional PowerPoint lectures with large volume of content written on slides
- Teaching topics that will be covered in a different session or differ greatly from the predefined learning objectives
- 7:00 – 7:15 AM (15 min): Quiz on pre-work
- 7:15 – 7:20 AM (5 min): Review of session objectives
- 7:20 – 8:00AM (40 min): Interactive learning (i.e. case-based learning [patient examples, clinical scenarios], small group collaboration, role playing, etc.
- 8:00 – 8:30AM (30 min): Small group discussions (or opportunity for residents to bring up challenging concepts, questions, patient cases, etc… this could be organized beforehand)
- 8:30 – 8:45 AM (15 min): Discuss quiz answers (if not integrated into/answered during session)
- 8:45 – 9:00 AM (15 min): Quick summary on high-yield learning points + time for questions
Download this document in PDF format: MOLE-Learning-Session-Structure_4-21-20
Moran Ophthalmology Learning Experience
Compiled by Srav Vegunta, MD and Katherine Hu, MD
Last updated April 21, 2020