STUDENTS, RESIDENTS, AND FELLOWS? OH, MY! HOW TO ENGAGE MULTI-LEVELS LEARNER GROUPS.
Nicholas M Potisek,Wake Forest School of Medicine,Winston-Salem,NC; Robert Dudas,Johns Hopkins All Children's Hospital,,; Patricia D. Quigley,Johns Hopkins All Children's Hospital,,; Michael A. Barone,Johns Hopkins University,,; Janice Hanson,University of Colorado School of Medicine,,

Rationale:

Clinical teaching commonly occurs in the setting of multi-level learner groups (MLL).  MLL groups consist of medical students, residents, fellows, and other health care professionals, each with different needs.  Balancing patient care responsibilities while attempting to engage each level of learner is a unique challenge clinical educator’s face.  The existing literature on teaching in the clinical setting rarely describes how to apply strategies simultaneously to learners with varying levels of skill and/or knowledge.  Clinical educators are left to trial and error in application of strategies to the MLL setting.  Educators equipped with MLL teaching strategies can turn this daunting challenge into an engaging educational environment.



Objectives:
  1. Identify the challenges of teaching MLL groups.
  2. Link effective strategies for engaging MLL groups to the identified challenges.
  3. Demonstrate effective MLL teaching techniques to group-identified clinical teaching scenarios.


Methods and Content:

This highly interactive workshop will explore strategies to simultaneously engage multiple levels of learners (MLL) during clinical teaching in the inpatient and outpatient settings.  Audience-identified challenges will be discussed in small and large group exercises. Strategies for working with MLL groups will include participant insights, references to available literature, and the recently published ENGAGE mnemonic (Everyone teaches, Novel topics, Guide, Ascend the ladder, Groups within the group, Empower leaders for autonomy). Participants working in similar clinical fields will collectively explore and apply effective strategies to common, group-identified patient scenarios participants routinely encounter. Through small group and problem solving exercises, participants will develop strategies for implementation of various MLL teaching strategies for the group-identified scenarios. Materials will be provided for participants to facilitate a faculty development workshop at their home institution and will include additional strategies.  At the conclusion of the workshop, participants will commit to incorporate one new strategy into their teaching practice with MLL groups.