Welcome to ROUNDS!
This weekly e-newsletter goes out to all OU-HCOM and CORE personnel and
students.
The ROUNDS archive is
here.
NEWS
Wolf receives NIH grant for next book project
Jacqueline Wolf, Ph. D.,
professor of the history of medicine, received a $150,000, three-year grant from
the National Institutes of Health to fund research for her next book project, “A
Social History of Cesarean Section in the United States.”
Wolf, who is also the chair of the Department of Social Medicine,
describes the project as a historical examination of births by cesarean section
and changing medical indications for cesarean section from the mid-19th century
to the present. The book will have a special focus on the social and cultural
factors, in addition to medical issues, that contributed to the 455 percent
increase in cesarean sections between 1965 and 1987.
To read more, go to
http://www.oucom.ohiou.edu/News/press/csections/index.htm.
ANNOUNCEMENTS
With our college name change, the OU-HCOM Office of Communication has customized
the university's
standard for our college's use.
Three versions are available to use (below).
Please copy one of them into your signature file, making sure to replace the
place holder information with
your own
department/unit name, your name/title, and your contact information.
Also, if your department has its own Facebook page, please feel free to
substitute that Facebook page URL.
In addition to changing your e-mail signature, don’t forget to change
outgoing voicemail messages to reflect the college’s new name, “The Heritage
College of Osteopathic Medicine.”
Heritage College of Osteopathic Medicine/Department or Unit
Your Name, Your Title
Building Name w/Room number after •
1 Ohio University •
Athens OH 45701-2979 • T: 740.000.0000 • F: 740.000.0000
e-mailname@ohio.edu •
www.oucom.ohio.edu •
www.facebook.com/OUCOM
The best student-centered learning experience in America
OHIO UNIVERSITY
Heritage College of Osteopathic Medicine/Department or Unit
Your Name
Your Title
Building Name w/room number after
1 Ohio University
Athens OH 45701-2979
T: 740.000.0000
F: 740.000.0000
e-mailname@ohio.edu
www.oucom.ohio.edu •
www.facebook.com/OUCOM
The best student-centered learning experience in America
Heritage College of Osteopathic Medicine/Department or Unit
Your Name
Your Title
Building Name w/room number after
1 Ohio University
Athens OH 45701-2979
T: 740.000.0000
F: 740.000.0000
e-mailname@ohio.edu
www.oucom.ohio.edu •
www.facebook.com/OUCOM
The best student-centered learning experience in America
CALENDAR
CORE Student Clinician Reception
Class of 2015 Orientation picnic
2011 Convocation/White Coat Ceremony
PROFESSIONAL DEVELOPMENT
When students engage actively with material, they generally understand it
better and remember it longer. Student participation often results in
covering less material. Yet it also can mean that students learn more
because they actively use it and have more chances to clear up confusion.
Large numbers of students in class do not preclude interaction. The following
techniques to open up lectures to student participation have been used in
classes of up to 1200 students, as well as with smaller groups.
Begin the course or the lecture with a question or questions that help you to
understand what students are thinking:
"What are some of the differences between clinical medicine and public health?"
"What would be a feminist perspective on contraceptive research?" "What are some
examples of marginalized populations?"
To introduce new topics and find out students' assumptions, ask students to
jot down answers to some questions on their own and then combine answers in a
small group. Examples from a pre-course survey: "List up to 10 major
environmental disasters. Name up to 10 health disorders in which environmental
agents are causative; list the 10 etiologic agents. Identify the kinds of data
needed to characterize an environmental health hazard."
When a student asks a question, instead of answering it yourself, ask for an
answer from other members of the class.
Ask questions throughout the lecture,
so that the lecture becomes more of a conversation. Asking students to raise
their hands (for example, "What is the direction of the data: increasing or
decreasing?") is easier than asking them to speak. Questions with surprising
answers can engage students' interest (for example, "What is the probability
that two people in this room have the same birthday?"). Generally, questions are
more evocative if you are not looking for one right answer. The most fruitful
questions are thought-provoking and, often, counterintuitive.
Pause in the lecture after making a major point. Show students a
multiple-choice question based on the material you have been talking about.
Ask students to vote on the right answer, and then to turn to their neighbors to
persuade them of the answer within the space of two minutes. When time is
up, ask them to vote a second time. Usually far more students arrive at the
correct answer when voting the second time.
Stop the lecture and ask students to write for one or two minutes in
response to a particular question. Then ask them to discuss their answers
with their neighbor. The writing will give everyone a chance to think about and
articulate a response, and may enable broader participation.
Allow time for questions at the end of the lecture.
Ask if students would like to have a point clarified.
End the lecture with a provocative question.
If you have teaching assistants, ask them to begin their sections with a
discussion of that problem or issue.
Do a one-minute paper at the end of class.
In this exercise, students write down what they consider (a) the main point of
the class and (b) the main question they still have as they leave. Collect and
read these unsigned papers. You can use some of these questions to begin the
next lecture. This technique encourages students to listen more carefully, to
review their notes, and to think about the lecture before running to their next
class.
Source: Adapted from Ellen Sarkisian's Participatory Lectures, from the
Derek Bok Center for Teaching and Learning, Harvard Univ., 1992.
http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1995/TC_Spring_1995_Students_Thinking.htm
NOTE FROM STEVE:
If students are engaged then listening to the class recording isn’t going to
prepare them for the exam, meaning, they quickly surmise, class attendance is
needed.
Find more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
Please send
your news/announcements to
rounds@oucom.ohiou.edu
each week by Wednesday, 3 p.m. for consideration in the following
ROUNDS. If you have questions, suggestions or corrections, please contact
Richard Heck, writer/editor, at 593.0896 or
heck@oucom.ohiou.edu.