ASMEBITESIZE: Delivering remote large group teaching - what does the scholarship tell us and what are our experiences?

Wednesday 5th August 2020, 4:30pm-5:15pm

Pre-recorded session and follow up live Q&A discussion with...

Dr Mark Lillicrap – Consultant Rheumatologist, Clinical Sub-dean (Curriculum) – University of Cambridge, ASME Board - Director from the Membership

Prof Clare Morris – Professor of Medical Education, Chair of ASME Educational Research Committee

Dr Jeremy Webb – Retired GP, Clinical Sub-dean (Staff Development) – University of Cambridge

Q&A discussion – Live interactive session Wednesday 5^th August 2020

The aim of this session was to start a conversation, within the ASME community, so we can collaboratively improve large group teaching, share best practice and promote future research. A facilitated discussion took place around lessons learned, examples of best practice and scholarship relating to remote large group teaching. Please click on the buttons below to access the session video and a top tips resource to accompany the video

Session video access

If you are unable to watch the video a transcript is available by clicking here

Top Tips Resource

Pre-recorded Session 

In this pre-recorded session we reflect on how, as a community of medical educators, we can deliver effective, evidence based large group remote teaching sessions and think about how the educational scholarship can inform our planning.

We start by considering the frameworks that we might use for conventional large group/lecture-based teaching. We then look at how the scholarship might help us to translate our current large group teaching into effective remote teaching. Finally, we discuss some practical ‘lessons learned’ based on our own experiences of delivering large group teaching sessions remotely.

Pre-recorded Video access

If you are unable to watch the video a transcript is available by clicking here

Pre-recorded session resources:

Some of the key messages that are discussed in the pre-recorded session are:

• Think about your large group session as a social learning event – how can you replicate this remotely
• Use the opportunity to model behaviour, promote reasoning, allow co-operative learning and challenge students
• Embed time for interactive discussions (breakout rooms etc), reflection and note-taking – don’t be afraid of some silence
• Consider how to structure your session using a mixture of pre-recorded and live elements to engage students and allow them to organise their own learning
• Consider resources that can structure learning around patient narratives – speaking clinically https://speakingclinically.co.uk , patient voices https://www.patientvoices.org.uk etc

Some key references discussed in the pre-recorded session which you may wish to review before the interactive Q&A discussion 

• Van der Vleuten, C and Driessen E (2014) What would happen to education if take education evidence seriously? Perspectives in Medical Education 3(3) 222-232. Accessed at:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078056/
• French, S and Kennedy, G (2017) Reassessing the value of university lectures. Teaching in Higher Education 22 (6) 639-654
• Brown, G and Manogue, M (2001) AMEE Medical Education Guide No 22. Refreshing lecturing: a guide for lecturers. Medical Teacher 23(3) 231-244

An interesting video that links with what was discussed in the pre-recorded discussion

• Prof Lawrence Sherman - TEDx talk – turning medical education inside out and upside down - https://www.youtube.com/watch?v=YpSd5u_di9w

Dr Mark Lillicrap

Mark Lillicrap is a Consultant Rheumatologist working at Addenbrooke’s Hospital in Cambridge and Hinchingbrooke Hospital in Huntingdon. He is the Clinical Sub Dean (curriculum) at the University of Cambridge, School of Clinical Medicine and works with Jeremy Webb and Clare Morris, lecturing and tutoring on the University’s various Staff Development programmes.

He lectures (in both undergraduate and postgraduate arenas) in rheumatology, immunology, professional practice, clinical reasoning, medical education and leadership and was awarded the University’s Pilkington Prize for teaching in 2010.

He is a Board Member of ASME, having been elected as the Director from the Membership in 2019 and was previously Deputy Chair of the ASME Educator Development Committee.

Prof Clare Morris

Clare Morris is currently course director for the masters and diploma courses in Medical Education at the Institute of Continuing Education, University of Cambridge and Honorary Professor of Medical Education, Queen Mary University London. For the past two decades she has supported the development of doctors, dentists and healthcare professionals as educators, leaders and researchers. She is the Chair of ASME Educational Research Committee.

Dr Jeremy Webb

Jeremy Webb is a GP who works as Clinical Sub Dean at the School of Clinical Medicine where he leads on Staff Development. He has completed a Masters in Medical Education and was awarded the Pilkington prize for teaching at the University of Cambridge in 2014. He is also the Director of the PG Certificate programmes in Medical Education at the Institute of Continuing Education which has now developed into an MST programme. He still supervises and teaches medical undergraduates weekly on the Graduate Medical Course in Cambridge. He is a fellow at Wolfson College.