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Thanks for the clarification vc7777. I had gotten the impression there was more searching during the sessions from reading some med student blogs.
Can you describe what happens at the actual sessions themselves (some of this must be group specific)? Is the bulk of the session spent with individuals giving mini-presentations on topics from the last session's cases with a minority of the time spent designating learning subjects for the next session?
If not everyone handles every topic for the case, do you feel you know some topics better than others (the ones you present)? And if so, how pronounced is this effect?
If everyone researches every topic of the case, is the next PBL session more of just a confirmation and fact checking session? Maybe go over any problems people had with the material.
I really like the idea of peer teaching as I feel it leaves lasting memories and is good practice for public speaking. It's useful and fun!
Teaching was one of my favorite activities during grad school, and I look forward to this more collaborative style of learning. However, I'm very curious as to the specifics of these sessions and how they are made effective as well as how much flexibility there is in their form. I envision many ways this could be done: students giving eachother problems, students applying learned knowledge to a similar case, mini-presentations, or even mini- oral defenses.
Can you describe what happens at the actual sessions themselves (some of this must be group specific)? Is the bulk of the session spent with individuals giving mini-presentations on topics from the last session's cases with a minority of the time spent designating learning subjects for the next session?
If not everyone handles every topic for the case, do you feel you know some topics better than others (the ones you present)? And if so, how pronounced is this effect?
If everyone researches every topic of the case, is the next PBL session more of just a confirmation and fact checking session? Maybe go over any problems people had with the material.
I really like the idea of peer teaching as I feel it leaves lasting memories and is good practice for public speaking. It's useful and fun!
Teaching was one of my favorite activities during grad school, and I look forward to this more collaborative style of learning. However, I'm very curious as to the specifics of these sessions and how they are made effective as well as how much flexibility there is in their form. I envision many ways this could be done: students giving eachother problems, students applying learned knowledge to a similar case, mini-presentations, or even mini- oral defenses.
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