Learning at large conferences: from the 'sage on the stage' to contemporary models of learning.

Dario Torre,Jennifer Cleland,Annalisa Manca,Janusz Janczukowicz,Steven Durning,David Taylor

doi:10.1007/s40037-017-0351-3

Abstract

AimTo explore and evaluate the affordances of a flipped classroom model applied to a research paper session within the professional development opportunity of a large conference setting.MethodAuthors were invited to present their research papers in a flipped classroom presentation format at two large, multi-national conferences. Before the session, authors and moderators met online to clarify features of the session, and preparation of the material. The research material was then posted online before the conference, to allow access by meeting attendees. During the sessions, moderators encouraged the audience to actively participate. An evaluation form was collected from the audience at the end of each session.ResultsParticipants found the session valuable, and appreciated the opportunity to engage in a meaningful dialogue with colleagues. However, the majority of the audience did not access the materials in advance. Lack of time, or technology-related issues were mentioned as potential challenges to such format.ConclusionIn the context of a large conference, a ‘flipped session’ format can facilitate active learning and a participatory culture of inquiry. However, to change the nature of how individuals learn collaboratively at large conferences means a change in the culture of continuous professional learning.

Highlights

We strive for contemporary and creative approaches to teaching and learning in medical education, the formats used at professional development conferences remain mostly of the ‘sage on stage’ [1] variety
To change the nature of how individuals learn collaboratively at large conferences means a change in the culture of continuous professional learning
We describe and evaluate the use of a flipped classroom model in the context of a large, multinational conference, the Association for Medical Education Europe (AMEE) 2014 and 2015 scientific meetings

Summary

Introduction

We strive for contemporary and creative approaches to teaching and learning in medical education, the formats used at professional development conferences remain mostly of the ‘sage on stage’ [1] variety. More contemporary formats to meet the professional development needs of educators which may be suitable for such global and cross-cultural contexts as a large international conference [1]. These include ‘Unconferences’, organized around participant-driven discussions on topics of interest, which replace traditional keynotes or sessions, and/or post-plenary discussions. This is important as educator views towards, and engagement with, contemporary models of teaching and learning may have implications for how these are adopted in everyday medical education practice

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