22 Multidisciplinary teaching to improve the confidence to create an active student-centred learning environment within the palliative care setting. Issue Volume 9: Issue (2019)Supplement 1 (March 2019)

• Record Type: Journal Article
• Authors: Jones, Sophie
• Is Part Of: BMJ supportive & palliative care. Volume 9: Issue (2019)Supplement 1
• Page Start: A17
• Page End: A17
• Publication Date: 2019-03
• Subjects: Palliative treatment -- Periodicals; Terminal care -- Periodicals; 616.029
• DOI: 10.1136/bmjspcare-2019-ASP.45
• Languages: English
• ISSNs: 2045-435X

Abstract

Abstract : Background: Creating an active student-centred learning environment has been shown to improve motivation to learn and retention of knowledge. Facilitation techniques can be utilised to create this learning environment by motivating learners to engage in self-reflection, self-assessment, problem solving, critical thinking, discussion and collaboration. Aim: The aim of this teaching programme was to introduce the concept and advantages of active student-centred learning and demonstrate how to create this learning environment with confidence within the team's own educational sessions. Methods: Two one-hour workshops were delivered at a palliative care multidisciplinary teaching meeting. Each workshop initially focused on the topic of active learning. Eight different facilitation techniques were then introduced over the two sessions. Following the session, feedback was requested to explore previous experience and confidence and the likelihood of creating this learning environment in the future. The facilitation techniques included: First session Post it notes; Quiz; Rounds; Buzz groups. Second session Post it notes; Buzz groups; Rounds; Line ups; Brainstorming; Snow balling; Fish bowl. Results: Twenty seven members of the multidisciplinary team (MDT) attended the workshops and seven of those members attended both sessions. Some 50% of the MDT had not received prior education regarding this topic and 70% felt more confident at creating this learning environment in the future. Following the first and second sessions, 85% and 62% of the MDT respectively were likely to use all the facilitation techniques demonstrated. Of those who were not likely to use all facilitation techniques introduced in the second session, the fish bowl technique was least popular due to the role-play aspect. Conclusion: One-hour workshops focusing on how to create an active student-centred learning environment can improve confidence and the likelihood of learners creating this environment in their own future educational sessions.