Speaker(s):

Bill Jeffries, PhD, Staff Member, Geisinger - has nothing to disclose.
Jodie Reider, MD, Staff Member, Geisinger - has nothing to disclose.
April Morgan, EdD, Staff Member, Geisinger - has nothing to disclose.

Learning Objectives: At the conclusion of this session, the participant should be able to: 

• Describe the use of lectures in medical education and its limitations.
• Define "Active Learning" and review the evidence for its efficacy. 
• Summarize the role of assessment in retention of knowledge.
• Compare and contrast methods for introducing active learning in the classroom.
• Describe effective methods for creating and delivering presentations.
• Create a PowerPoint deck utilizing principles of effective slide design.
• Apply learning theory to clinical teaching.
• Employ effective questioning techniques.
• Describe clinical teaching frameworks.
• Reflect upon your teaching habits in order to improve your instructional delivery.

Disclosure of Relevant Financial Relationships with/without Commercial Interests: 

The Planning Committee consisting of Nicole Woll, PhD, MEd, Robert Cooney, MD, MSMedED, Kristi Shirk, BA, Daniel Longyhore, PharmD, Rebecca Stoudt, DNP, PhD, CRNA, Karen Tillotson, PA-C, and Annie Seif, BS have no identified disclosures. 

CE Committee Member/Content Reviewers have nothing to disclose. 

Any/All relevant financial relationships have been mitigated. 

Content Disclosure: 

This presentation/content is HIPAA compliant. 

Commercial Support for this Session

None

Session Description: This session explores the art and science of teaching in both large and small group settings, equipping participants with strategies to foster meaningful engagement across diverse learning environments. Through a hands-on microteaching experience, participants will receive feedback on their instructional techniques and gain insights into effective presentation delivery for larger audiences. The session also delves into small group facilitation and clinical teaching, emphasizing the importance of interaction, adaptability, and learner-centered approaches. A workshop on active learning strategies and effective slide design provides practical tools to enhance clarity, retention, and participation. Additionally, the session includes a journal club discussion of Make It Stick, encouraging reflection on evidence-based techniques for promoting durable learning. By the end of the session, participants will be better prepared to design and deliver impactful educational experiences tailored to group dynamics and learning goals. 

Session Schedule and Topics:  

Required Reading: Journal Club Articles  

Bucklin, B.A., Asdigian, N.L., Hawkins, J.L. et al. Making it stick: use of active learning strategies in continuing medical education. BMC Med Educ 21, 44 (2021). https://doi.org/10.1186/s12909-020-02447-0 (Journal Club Article) 

Reference Material:        

• Taylor, D.C.M., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), 1561-1572, doi: 10.3109/0142159X.2013.828153. 

• Torre, D.M., Daley, B.J., Sebastian, J.L., & Elnicki, D.M. (2006). Overview of Current Learning Theories for Medical Educators. American Journal of Medicine, 119(10), 903-907.