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The old mode of teaching,
of sitting there and
imparting the a careful outline,
a series of facts.
That really is passe, we have so
many better ways to teach.
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>> I'm a big believer that if human
beings are in a room together,
they should be interacting
with each other.
If you have 300 people in the room.
The, the, at least in my mind,
one of the worst things you can do is one
person lecture to the other 299 people.
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>> The field of medicine has changed
a lot in the past 100 years, and
that was about the last time that there
was a major reform in medical education,
and we know much more about learners and
learning than we did 100 years ago.
>> People are connected
to other people and
people are connected to information
in all kinds of new ways that we
never have been in the past, and
the possibility for communicating and
interacting and collaborating
around those things is phenomenal.
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>> We know that providing timely
feedback to students is very important.
We know that doing that in the context
of practice allows them to
make applications of what they're doing.
We also know that learners
learn from each other.
>> Put yourself in the mindset
of a young person who's used to
rapid ways to accrue information,
that watches videos, plays games, and
learns in a much different way
than an older generation learned.
>> Every body learns at a different
pace and we should respect that and
let everyone learn at a different pace.
>> And what were doing with
a flipped classroom or
an inverted classroom and what we're
calling interactive learning is that we're
taking the lecture out of the classroom.
>> Interactive learning really embodies
a whole range of methodologies and
pedagogies that really,
where the goal is to have very tight
engagement between the instructor and
the learner and the material.
>> In interactive learning, the typical
homework, the solving of puzzles,
the working through issues,
is actually done together with
a variety of other people.
So, it's homework in the classroom.
And the classic classroom stuff
which is being lectured to.
Learning facts is done at home either by
watching videos or textbooks or so forth.
>> And there's one final thing
that we have to put in here and
that is, the popliteus.
And you can see it's this.
>> Student on their own watches the video.
Which is been prepared in
a way that can be interrupted,
stop, run at two times speed.
With reading materials and
online resources that are appropriate for
that video, to fill the gaps as needed.
Student now comes to the classroom with
curiosity, having been spurred on by
watching the video in advance,
is given an engaging vignette or
problem, a multi-station exercise or
some other active learning exercise.
They have had their curiosity
piqued by the video and
now they're engaging with their peers and
their faculty member in a back and
forth dynamic engaging
learning environment.
>> This is a holistic method ideology that
has both online and offline components.
Neither one of which can live on its own.
So the objective is to put
these things together to
make a complete educational experience.
>> At first I was a little bit skeptical.
I do like going to lecture and
being able to ask the professor questions.
And just being, I guess,
having that person in front of me
to keep me engaged while I learn.
and, but, actually ended up really
liking the interactive activities.
I thought it was a great way to reenforce
some of the concepts rather than
just trying to passively take it in.
>> I find that my colleagues and
I do learn better when we have
something at stake in the conversation.
For the classes where we've been
forced to sit down with a concept and
actually create our own ideas about it,
I don't have to go back and
study those later,
because I learn them the first time.
>> I think what we found so far is that
not only were students very receptive to
the idea but they really enjoyed it.
And I think a lot of them now are kind of
expecting this to be the new paradigm in
a lot of their other courses because
they see a lot of benefits from it.
And I think it is true that it
takes a lot of work up front
to make a good interactive session.
Overall, I'm not sure that
it does take more work and
the students really were engaged.
>> There are many resources
that we are developing to help
faculty think through strategies and
those include the resources embedded
within the Office of Medical Education.
Resources within our EdTech department.
And university resources,
especially through the Center
of Teaching and Learning.
So, we're going to be developing
strategies with all those groups.
>> The intent here at the School of
Medicine is really to be thoughtful about
how this is done.
And make sure that the entire 360 degrees
of the methodology is taken into account,
understood, measured for
efficacy and really approached in,
you know, again,
a highly thoughtful and holistic way.
>> You know, the idea of
interactive learning or, I mean,
the, this, that's what the Socratic
method is, [LAUGH] you know?
It doesn't, it's, [LAUGH] none of this is
new ideas we're, we're talking about now.
But we're excited that one,
a major institution like Stanford is
really rethinking its curriculum in a,
in a serious way and
really kind of buying into this.
We should make class time
much more interactive.
But then with the other side of it,
and, you know, why I'm interested in
medical education is, that content,
when it goes out to the rest of the world.
It's going to make people
better physicians.
The biggest challenge that I see, but
one of the greatest advantages of
the interactive classroom is that it
provides an opportunity to
make classroom learning fun.
Fun!
And it should be fun.
Were bringing together all these talented
people, both students and teachers.
Everyone loves to learn.
Teachers like to teach.
But I think what's happened is
the classroom no longer is fun.
And so the biggest revolution we could
create is to make the classroom fun.
And it's fun to teach, it's fun to have
exercises where you come out of it
feeling like, wow,
I really learned something.
And when you finish
a session that has been fun,
what you find is that
the teacher is invigorated.
The students are exhilarated and
that's what the classroom's all about.
There's no reason,
given the talent pool and
the fact that we all want to
become excellent doctors and
have the best knowledge base we can,
that the classroom should not be fun.
And I think that's
the greatest advantage and
that's what we can offer with
the interactive classroom going forward.
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>> The preceding program is
copy righted by the Board of
Trustees of
the Leland Stanford Junior University.
Please visit us at med.stanford.edu.
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