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Medical Education Grand Rounds
February 6, 2017 @ 4:00 pm - 5:30 pm
Addressing Student Learning Challenges in the Context of Case Based Collaborative Learning and Clerkship Environments
Richard Goldhammer, Ed.M.
Learning Specialist and Educational Consultant,
Harvard Medical School
Overview: At the Office of Advising Resources, we estimate that 20-25 % of students in the preclinical and clerkship years seek help for academic concerns. Students in the preclinical curriculum most commonly wish to address study efficiency and assessment performance. During clerkships, students want assistance with shelf exam preparation, test taking and preparing for the USMLE Step exams. To a lesser degree, students wish to improve on writing clinic notes or be more active participants in group learning environments.
The reasons for these concerns vary. Students may encounter learning challenges for the first time in their academic careers as they transition into the preclinical curriculum. Students may have temporary or longstanding personal concerns, emotional or psychiatric difficulties, cultural challenges, inordinate stress managing the academic workload, or a disability, such as an attention or learning disorder.
In this session we will discuss cases to illustrate issues underlying students’ presenting concerns and offer a window into how the OAR responds.
Goals: Upon completion of this session, participants will be able to:
1. Identify common learning difficulties underlying students’ concerns with study efficiency and recall as they transition into the preclinical curriculum
2. Appreciate the particular shelf and board exam preparation needs of students with ADHD and be aware of tactics that students with ADHD can employ in the clerkship setting.
3. Consider tactics that can help students improve on patient write-ups.
4. Appreciate the overlap between teaching and learning practices found in Case Based Collaborative Learning and in learning strategy instruction through the OAR.
The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity