ࡱ> OSN 0bjbj | rrF F 8S$$$XXXRRRRRRR$UWhRXXXXXR$$4RHHHXj$$RHXRHHIl-N$9jQK*kRR0S{K8X,X8XT-N-Nv8XOXXHXXXXXRRXXXSXXXX8XXXXXXXXXXF f: APPENDIX: The PCMD Eight Steps (2012) A methodology that supports students to work collaboratively and conceptually to construct understandings and to integrate, contextualize and apply these 1. Clarify and define This is usually very quick. It is simply a matter of reading through the case together and making sure that everyone understands all of the words that are used in the case. Any that remain unexplained after discussion should be written down and included in the learning questions. 2. Exploring the issues The group discusses the case together, starting with a quick (5 min) brainstorm of ideas that arise from the case. They then think about how these ideas can be grouped together, draw out the broad issues/concepts that arise from the brainstorm and highlight these on the whiteboard. Helpful questions to ask include So what is this case about? What are the main issues for Patient X, doctor Y or situation A? 3. Activating Prior Knowledge It is vital for learning that new information builds on existing understanding. For each of the key issues, the group now needs to work out what they already know. The students (supported by the tutor) should challenge each other to explain how things work and how they know this. The group needs to consider how their pieces of knowledge link together and how they link to the case unit. It can be helpful to draw a simple concept map of prior knowledge for each of these main issues. 4. Identify Learning Issues/Questions The group now needs to develop a set of learning questions. These will often fall out of the earlier stage (as students identify what they do know, they will also identify areas they are unsure about) as well as from the group discussions. They should be framed as concise SMART questions and should be manageable in the time available for self-directed study. The questions should address, to a greater or lesser extent, all of the five curriculum themes. Students need to include questions which promote understanding (e.g. Why? and How type questions) and encourage integration with the case (e.g. what would this mean for Dianne?), not just the gaining of facts. The group should also discuss the resources they could use to address their issues, particularly how the other elements of the curriculum can help them. 5. Directed self learning Everybody in the group should research the entire core learning issues. The students should use a variety of learning resources and critically appraise the information that is presented. Students need to take responsibility, not just for finding out knowledge, but for working to ensure that they understand and can explain it, including its relevance to the context of the case that is being studied. 6. Sharing the results of your directed self learning At the next session students bring back, share and discuss their new knowledge and understanding about the case. Wherever possible students should share their learning by explaining or drawing, without referring to their notes. Conflicting views need to be aired and a resolution found which might involve further personal learning time (PLT). 7. Integrating, contextualizing and applying Students need to consider the relevance of their learning to the case. A concept map is a helpful way of summarising the groups learning and identifying connections between concepts (from this and other cases). The use of short (e.g. what if) questions and scenarios can help students to consolidate and apply their new learning and to see its relevance to both similar and different settings. The group should highlight any further issues that may require attention or will need to be revisited at a later date. 8. Feedback/Evaluation A vital component for both the group and facilitator is to feedback on how well the group has functioned. This should include feedback on how each member has helped the other people in the group learn. This feedback is formative in nature and should help students and facilitators to improve their small group skills.     PAGE  &'  w CHX9[|}ɺɺɺɞɞɺttbtbtbt"hhH6CJOJQJ]aJhhHCJOJQJaJhhN{CJOJQJaJhHCJOJQJaJhH5CJOJQJaJhChCJOJQJaJhChN{CJOJQJaJhChN{5CJOJQJaJhChN{5CJOJQJaJhN{5CJOJQJhH5CJOJQJ&&' 0R!dgdH !dxgdH!dgdN{ !dxgdN{ dx^gdN{ d^gdN{ $ d^a$gdXj}0R~ksvdjs񷫷񷡔~x~xthj hj0Jjhj0JUhq.jhq.Uh hN{OJQJ^JhN{OJQJ^JhCJOJQJaJhN{CJOJQJaJhHCJOJQJaJ"hHhN{6CJOJQJ]aJhChN{5CJOJQJaJhChN{CJOJQJaJ%&`#$$a$gd=p+gdN{z+p,p-p.p1h/R 4567:pvB. 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