Nuclear Medicine Technology Program

Medical College of Georgia

Instructional Format and Schedule

Fall 2003

Overview of the Instructional Rationale:

    With the exception of the few of you who are making that mid-life run at "what I want to do when I grow up", you have all been in school for the better portion of your lives.  By this point you are trained professionals with full understanding of what to expect in learning new information and skills.  It has gone pretty much like this: 

The Traditional "Sage on the Stage" Format

Me, the teacher, "the expert":

1. stands in a room and talks for 3 hours per week
2. shows pictures and diagrams
3. distributes supportive handouts
4. answers questions
5. demonstrates manipulation-dependent tasks in a laboratory
6. gives tests 
7. gives grades

You "the student":

1. sits in desks and writes notes furiously or daydreams sleepily 3 hours per week
2. looks at power point slides or diagrams and wonders if this is what needs to be remembered for the test
3. takes handouts and doodles in the margins or places in folder to look at the night before the test
4. asks "what do I need to know for the test?"--"will it be multiple choice?"
5. tries to turn the red liquid blue, or calculate to get the same answer as my lab partner
6. studies for three hours the night before the test hoping for multiple choice format; executes/forgets

   7.   "I got an A" -- "S/He gave me a D"

The Nuclear Format:  "New Clear" Format

Me "the facilitator":

1. Provides guidance and structure for the identification of "Learning Issues" n hours per week

2. Directs discussion of patient case based on student technologists level of experience and life's points of reference as relates to current learning module.

3. Identifies supportive resources for research of learning issues (FASE*) and assigns student-driven collaborative projects and clinical assignments to be conducted in clinical setting.

4. Asks student questions -- poses "reflective questions" to follow up discussions and support relevant learning

5. Discusses clinical assignments and assists students in formulating self-directed plans and questions for completing tasks within the clinical setting.

6. Evaluates learning based on many demonstrations of student learning

A. Traditional unit tests 

B. Patient Case Studies derived from clinical experience

C. Collaborative projects 

D. Online discussions of  "reflective questions"

E.  Self-directed clinical laboratory assignments

F.  Demonstration of clinical skills

                  

                        

    7.     Grade calculation based on multi-factoral demonstrations of application of new knowledge and

            competencies and personal integration to individual clinical and career needs.

A.  Testing that demonstrates knowledge of  "why" as  well as "what" in new learning. 

B.  Display and identification of most important learning issues through clinical case studies

C.  Presentation of polished research product at designated timeline points, in collaborative 

     small groups.

D.  Ongoing research and documentation of  "reflective questions"  between formal  class meetings.

E.   Application of newly learned concepts to clinical experiments and onsite projects.

F.  Evaluation of evolving clinical performance by clinical staff, faculty,  peers, and self-assessment.

You "the learner"

1. Decides what things are important  information (learning issues) that  needs to be researched to accomplish specific Nuclear Medicine tasks.

2. Researches and applies the information of those  "need to know" issues  to situations that surround previous personal experiences, or new experiences within the clinical setting. 

3. Creates meaningful learning by participating in active discussion, collaboration, research, and multi-media tutorials, lectures and assignments. 

4. Asks clinical staff how and why specific tasks are done.  Seeks answers to follow-up questions. Looks for concrete clinical examples of abstract classroom concepts.  Looks for ah-ha information in all aspects of current experience that will create success in future career.

5. Applies abstract classroom and research learning aspects to practical laboratory assignments conducted by personal initiative within the clinical setting with guidance from the clinical supervisor.

6. Demonstrates ability to apply new found nuclear medicine knowledge to unknown, or unfamiliar hypothetical situations on unit tests and final examinations.  Articulates the rationale and purpose of clinical tasks  performed on real live patients to demonstrate ongoing clinical mastery.

Nu-clear outcome:

©MOwen 2003