ASH News Daily 2013 - Day 3 - (Page A-7)
Monday, December 9, 2013
EDUCATION
Teach Our Children Well
BY MARC S. ZUMBERG, MD
arly Sunday morning, each
year at the annual meeting, a
dedicated group of secondyear
hematology medical school
course directors come together to
share ideas about how to more effectively
teach hematology and hematopathology
to our next generation of
physicians. Medical schools and accrediting
bodies, such as the LCME,
have begun to stress the importance
of moving learning out of the classroom
and into the hands and minds
of the learners. Active learning, to include
team-based learning and problem-based
learning, are not just the
wave of the future, but the mandate
of today. The LCME, which oversees
undergraduate medical education,
has begun to issue citations to medical
schools for an over-reliance on
lecture-based instruction. But what is
active learning? Dr. Christian Cable,
Scott and White Healthcare, Temple,
TX, questioned, "Is small-group
learning enough, or do we need
something more?"
To this end, Dr. Cable chaired a
E
group consisting of members of
ASH's Committee on Training Programs
to address this challenge. Dr.
Thomas Viggiano, an internationally
recognized expert in medical
education and current professor
of medicine at Mayo Clinic, Rochester,
MN, was invited to help us
better understand this problem and
tackle this mandate. His talk titled
"An Educator's Guide to Applying
Neuroscience to Learning" was
both fascinating and thought-provoking.
Participants who attended this
session were first treated to an introduction
to the neurobiology of
learning in order to help us better
understand the "why" behind
these LCME requirements. The differences
between information and
knowledge were discussed, as were
the principles of retention, application,
and transfer in higher-order
learning. Next, Dr. Cable separated
us into small groups and charged
each group to develop an interactive
learning lesson on a different
topic; mine was on comparing
the pathophysiology of Hodgkin
and non-Hodgkin lymphoma. Our
small groups then reported back
to the larger group, allowing further
spirited discussions and idea
exchange. These lessons will later
be posted on the ASH Academy
site for all educators to use. At the
end of the sessions, I and the other
course directors had developed
new skills to help teach medicine
and hematology to our trainees at
all stages of learning.
To quote Crosby, Stills, Nash,
and Young, Dr. Cable and Dr. Viggiano
certainly have helped us to
"teach our children (or students)
well." Perhaps when you visit a
medical school in the future, the
lecture halls will have been replaced
and revamped for more
integrative learning. As I walk
through the library of my medical
school at the University of Florida,
I am struck that this has already
happened. The "do not talk signs"
have been replaced by large video
screens surrounded by platforms
actually encouraging talking and
discussion. The future of education
has drastically changed, and
this session certainly helped me
and the other participants to better
adapt to the needs of our learners.
Dr. Viggiano shared with me
that "a variety of active-learning
methods enhance processing, storage,
and retrieval of information.
Learning experiences can therefore
be designed with an understanding
of how people learn and result
in knowledge that is constructed to
support clinical practice."
The idea of adapting teaching
styles to better meet the needs of
our millennial learners will be further
explored at the course directors'
breakfast at our next annual
meeting in San Francisco, 2014.
Hope you can join us next year.
Dr. Zumberg indicated no relevant
conflicts of interest.
ASH NEWS DAILY
Page A-7
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ASH News Daily 2013 - Day 3
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