Skip to main content
Indiana University School of Medicine
Indiana University School of Medicine
MD Education Program

Courses

Pedagogical Methods in the Health Sciences

vdean@indiana.edu
Phone: (812) 855-7723
Primary contact for Adds/Drops: Valerie O'Loughlin, vdean@indiana.edu
Home campus: Bloomington
Type of course: on-site

Learning objectives:
By the end of this course, a student will be able to:

  1. Define the concept of metacognition and explain how an individual develops metacognitive skill (SBP2)
  2. Compare and contrast novice versus expert learners (SBP2)
  3. Explain how learning may be contextualized and may be affected by misconceptions (SBP2)
  4. Compare and contrast different instructional methods, such as lecture format, discussion, team-based and problem-based learning, and determine which methods may be most beneficial in a course (SPB5).
  5. Describe the basics of classroom research and their assessment techniques (SPB5)
  6. Describe what Human Subjects approval (from an Institutional Review Board) is needed for performing classroom research (SPB5)
  7. Describe and evaluate the Scholarship of Teaching and classroom research literature that is most related to the issues the participant wants to explore (SPB5)
  8. Evaluate educational research studies regarding research design and assessment methods (SPB5)

Course activities:

  1. Attend and participate in 15 lectures and discussions in person (2-3 hours/week)
  2. Complete reading assignments & literature review: Sources: Education Textbooks, and other articles on Medical Education, chapters, etc. as applicable (2 hours/week)
  3. Complete a microteaching presentation in class
  4. Example of Class topics:
    • What makes a good instructor?
    • What makes a good session? Lecture and small group.
    • What makes a good course?
    • Learning styles. How do learners learn?
    • Teaching styles. How do teachers teach?
    • How to create questions and student assessments? NBME criteria.
    • What is classroom research and how is it conducted?

Estimated time distribution: 80% Lecture/Seminar, 20% Library/Research

Assessments:

  1. Participation – is based on the following: (40% of grade)
    a. Class attendance
    b. Active participant in discussions
    c. Peer analysis for microteaching sessions
    d. Peer review of teaching statement
    e. Completion of a beginning-of- semester and end-of-semester survey about your
    thoughts on teaching and learning
  2. Presentation of a microteaching session (15% of grade) - students will be given personal feedback.
  3. Two teaching observations of two health sciences instructors of your choice (20% of grade) -students will fill out a personal analysis for each observation.
  4. Preparation of a teaching philosophy statement (25%)

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

Introduction to Clinical Case Study Development for Non-didactic Learning

This course is designed for students who are especially interested in academic medicine and provides an academic context in which medical students take control of their own learning through non-didactic learning. Students will investigate the application and academic success of non-didactic learning as an element in undergraduate medical education. Students will design, develop and assess cases for use in the non-didactic learning. Each case will incorporate practical aspects of clinical exams learned in FCP1 and correlation to disease processes.

Course Directors: Daniel Lodge-Rigal and Charles N Rudick
Email: rlodgeri@indiana.edu
Phone: (812) 856-2565
Primary contact for Adds/Drops: Charles N Rudick, crudick@iu.edu
Home campus: Bloomington
Type of course: on-site

Learning objectives:

  1. Research and summarize a literature search of the application non-didactic learning
    methodology as it applies to undergraduate medical education (MK7)
  2. Research literature that is relevant to individual cases being developed (MK7)
  3. Identify and research common and significant clinical problems that would constitute
    the basis of an instructional clinical case (SBP2)
  4. Develop three clinical cases for non-didactic learning for undergraduate medical education (SPB5)

Course activities:

  1. Attend 4 weeks of discussion sessions via Zoom (2-4 hours/week). Class time is devoted to discussing the readings, ongoing projects and literature search results as a small group (10- 15 hours/week).
  2. Read current literature on non-didactic learning and other aspects of teaching and learning
  3. Create 3 non-didactic learning sessions including a Problems Based Learning (PBL), Team Based Learning (TBL) (including all of the main components: Article, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), Application Exercise, Summary) and another non-didactic of the student choosing.
  4. Perform your own literature search each week, with emphasis on the main area of interest for that week.
  5. One article will be summarized and submitted per week

Estimated time distribution: 25% Laboratory or Scholarly Research; 25% Library/Research; 50% Online

Assessments:

  1. Discussion sessions attendance (4 weeks x 5% = 20%)
  2. Three non-didactic learning sessions (3 x 20% = 60%)
  3. One article will be summarized and submitted per week (4 x 5% = 20%)

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No