Classroom management tip and tools for tutors and students Contents
- Introductions
- Ground Rules
- Technology and Etiquette
- Absences
- CBL Rooms
- Tutor Preparation for the Tutorial
- Student Preparation for the Tutorial
1. Introductions
All students and and the tutor should introduce themselves to the group at the beginning of every cluster. This promotes collegiality, gives everyone the opportunity to share what they individually may contribute to this group and cluster, and ensures that everyone knows how to contact each other between tutorials. By the end of the academic year, students may already know each other, but introductions are still essential, to learn who has relevant background knowledge in the subject area, let everyone know your personality, understand what each person wants to get out of the group, and to ensure a strong group bond. Suggestions for intros:
- Students should state their name, contact info (email for group mailing list)
- Tutor should state their name, title, contact info
- Academic and/or clinical background
- What you hope to gain from CBL, group learning
- Your tutorial style and approach
- A fun fact about you
2. Ground Rules
Set ground rules at the first tutorial in the cluster. Revisit these as the cluster progresses. Students may feel that they do not need to repeat this exercise with each new group, but it is important that they do so; tutor and student expectations differ between groups. Ground rules are also an effective faciliation tool to remediate issues with group dynamics negatively impacting the learning environment. Tutors can suggest to the group revisit or update the ground rules to improve group dynamics. Suggestions for ground rules
- Punctuality – everyone arrive on time
- Time management – be mindful of learning objectives to be covered in each tutorial
- Participation – ensure group members are given opportunity to participate equally
- Personal electronic devices – student and tutors to define and agree on appropriate usage
- Food – agree on appropriate food and eating behaviours in the classroom
3. Technology and Etiquette
The MD Undergraduate Program encourages the use of personal electronic devices, such as smartphones, tablets, and laptops, to support learning activities. However, it is important to remain professional in our use of devices. Appropriate use of devices in the CBL tutorial may include, but is not limited to:
- Accessing CBL student case sheets, exhibits, videos, and other case-related materials on Entrada
- Looking up terminology and definitions, with the tutor’s and the group’s consent
- Researching and sharing resources – as agreed upon by the tutor and the group, and as appropriate to the learning context
- Taking and referring to personal study notes, as appropriate
4. Absences
As a courtesy and as a mark of professionalism, be sure to let your tutor and/or group know as soon as possible, if you are going to be absent from a tutorial.
- Students refer to the MDUP Attendance Policy.
- Tutors contact the CBL Manager (cbl.ubc@ubc.ca) or their Site Director.
5. CBL Rooms
It is students’ responsibility to maintain the cleanliness and tidiness of CBL rooms at all times. CBL Rooms are stocked with:
- Clock
- Medical dictionary
- Paper flip-chart
- Whiteboard markers and erasers
If you discover that a CBL room is missing these materials, please reach out to the CBL Program Administration Staff at your site.
6. Tutor Preparation for the Tutorial
Tutors are expected to have done the following before the tutorial:
- Read the Tutor Guide (released in advance of the week)
- Familiarise yourself with any exhibits, websites, recommended reading, and other materials as stated in the Tutor Guide
- Attend the Case Introduction Presentation (at the Weekly Tutor Meeting)
7. Student Preparation for the Tutorial
Students are expected to have done the following before the tutorial:
- First tutorial:
- Download and complete the Pre-Release from Entrada
- Attend the Friday afternoon (year 1) or Monday (year 2) Pre-Load sessions
- Download Student Case Sheets, exhibits, and any other resources as directed
- Prepare to report on self-directed learning from the Pre-Release
- Subsequent tutorial(s):
- Research and prepare to report on Suggested Student Learning Issues, and any other learning issues that arose during the previous tutorial
Mnemonics
Students may employ relevant mnemonics they learned about from Clinical Experiences or self-directed study. Some examples of these are:
- FIFE
- OPQRST(UV)
- PICO
- SOAP
- VINDICATE
- SOCRATES
- QQWWAA
- OLD CARTS
Suggested Student Learning Issues
At the end of the tutorial, the Student Case prompts students to self-directed study on particular learning issues in preparation for the next tutorial. Students will commence the next tutorial with a review of these learning issues, presenting on their research. Ensure that all students research all learning issues (and do not delegate research to specific members of the group).
Scholarship and Appropriate Resources
Students will exercise independent scholarship when researching Suggested Student Learning Issues, and other issues as they arise during the tutorial. Tutors are responsible for promoting critical thinking and scholarship in the CBL tutorial. This includes ensuring the group uses reliable and valid resources, and monitoring the accuracy of the content being discussed.
Examples of appropriate sources:
- Lecture and lab notes (on Entrada)
- Recommended textbooks (see course syllabi)
- Resources listed in the front pages of the student case
- Peer-reviewed medical journals (e.g. CMAJ, NEJM)
- Cochrane Database of Systematic Reviews
- ACP Journal Club
- MDConsult
Examples of inappropriate resources:
- Wikipedia and other generalist encyclopedias
- WedMD and other online non-peer-reviewed information sources
- Up-To-Date