Academic Medicine Open Forum

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session. 

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic. 

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges
------------------------------

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Max - 

We have had the exact same issue over the last few years and comments from students.  Although we had some general guidelines, we also realized that some lecturers were releasing more information than others, and that caused concerns too.  After much discussion, we ended up posting  a "best practices for post-session handouts" that was vetted and agreed upon.  Those practices included reminding lecturers and students that the post session handouts should only be a summary of the session and not a duplicate of what was discussed.  The content should provide a copy of the problem, provide the answer or short explanation, without elaborate details and/or the process used to arrive at the answer; (this should be gained by attending the session).  Depending on the type of session, there were various guidelines to follow; for example, for case-based sessions, only short answers or "take-home" points were provided.

Regarding pre-session materials, that did vary but most of the prep materials contained foundational content related to the learning objectives, formative questions with answers and explanation for the upcoming session.

I too would be interested to hear how others are dealing with this and what processes they have in place to give students in advance of sessions.  Thanks Max!

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix
------------------------------

Original Message:
Sent: 02-09-2021 14:00
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Cinda!
Do you have your guidelines posted somewhere publicly? What do you do for pre-session? Do you give students any content (e.g., PPTX slides, etc.) in advance? 
Who makes these versions of slides for you and your faculty - do you have coordinators do it or is it left to each faculty member to do it?
Are students ok with your guidelines or do you hear complaints from them?

Max

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 02-09-2021 15:40
From: Cinda Stone
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max -

We have had the exact same issue over the last few years and comments from students.  Although we had some general guidelines, we also realized that some lecturers were releasing more information than others, and that caused concerns too.  After much discussion, we ended up posting  a "best practices for post-session handouts" that was vetted and agreed upon.  Those practices included reminding lecturers and students that the post session handouts should only be a summary of the session and not a duplicate of what was discussed.  The content should provide a copy of the problem, provide the answer or short explanation, without elaborate details and/or the process used to arrive at the answer; (this should be gained by attending the session).  Depending on the type of session, there were various guidelines to follow; for example, for case-based sessions, only short answers or "take-home" points were provided.

Regarding pre-session materials, that did vary but most of the prep materials contained foundational content related to the learning objectives, formative questions with answers and explanation for the upcoming session.

I too would be interested to hear how others are dealing with this and what processes they have in place to give students in advance of sessions.  Thanks Max!

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix

Original Message:
Sent: 02-09-2021 14:00
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Max - 

We do not have guidelines published online as they are probably more relevant to our processes. Students do receive content/materials prior to sessions; because this content is provided by the lecturer (content expert) giving the session, they can deliver this in the form of homework, PPT's, readings, etc.  We have general guidelines that we provide to faculty as to what the materials should consist of,and the Course Directors and Coordinators review prior to posting to ensure the materials contain the bare minimum; learning objectives, thought questions, etc.  If the session is active learning, we have a "best practices for active learning" guide for them to refer, and the faculty who are not familiar with this form of instruction, will work with our Instructional Design team and/or Coordinators to put the materials together.

We have received very good feedback from students on active learning sessions with a few complaints, as others have stated, that some faculty "give more" in the post-session materials than other faculty.  We understand how this is frustrating for student,s and have put additional guidelines/instructions in place so these post-session materials are consistent throughout the year..

Thanks for getting this discussion going; great to learn what others are doing...

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix
------------------------------

Original Message:
Sent: 02-10-2021 10:13
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Cinda!
Do you have your guidelines posted somewhere publicly? What do you do for pre-session? Do you give students any content (e.g., PPTX slides, etc.) in advance?
Who makes these versions of slides for you and your faculty - do you have coordinators do it or is it left to each faculty member to do it?
Are students ok with your guidelines or do you hear complaints from them?

Max

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 15:40
From: Cinda Stone
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max -

We have had the exact same issue over the last few years and comments from students.  Although we had some general guidelines, we also realized that some lecturers were releasing more information than others, and that caused concerns too.  After much discussion, we ended up posting  a "best practices for post-session handouts" that was vetted and agreed upon.  Those practices included reminding lecturers and students that the post session handouts should only be a summary of the session and not a duplicate of what was discussed.  The content should provide a copy of the problem, provide the answer or short explanation, without elaborate details and/or the process used to arrive at the answer; (this should be gained by attending the session).  Depending on the type of session, there were various guidelines to follow; for example, for case-based sessions, only short answers or "take-home" points were provided.

Regarding pre-session materials, that did vary but most of the prep materials contained foundational content related to the learning objectives, formative questions with answers and explanation for the upcoming session.

I too would be interested to hear how others are dealing with this and what processes they have in place to give students in advance of sessions.  Thanks Max!

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix

Original Message:
Sent: 02-09-2021 14:00
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

We also have been using the Student PPt version distributed before class and the post-class PPt with included "answers." One complaint we get from students is that it's inefficient to have their in-class notes on one file and the added faculty input on another. I see their point -- if only that "time" seems to be the coin of the realm for medical students.

@Cinda Stone's idea about assuring that post-class files are summaries and don't duplicate what's in the original might help somewhat.

I think this is the double-edged sword of technology. We all struggle with maintaining the compromise between engaging students in the thought processes that constitute learning (keeping them in Vygotsky's ZPD) vs handing them completed products of our thought processes.

------------------------------
Nancy Hayes
Director of Clinical Foundations
Florida State University College of Medicine
------------------------------

Original Message:
Sent: 02-09-2021 15:40
From: Cinda Stone
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max -

We have had the exact same issue over the last few years and comments from students.  Although we had some general guidelines, we also realized that some lecturers were releasing more information than others, and that caused concerns too.  After much discussion, we ended up posting  a "best practices for post-session handouts" that was vetted and agreed upon.  Those practices included reminding lecturers and students that the post session handouts should only be a summary of the session and not a duplicate of what was discussed.  The content should provide a copy of the problem, provide the answer or short explanation, without elaborate details and/or the process used to arrive at the answer; (this should be gained by attending the session).  Depending on the type of session, there were various guidelines to follow; for example, for case-based sessions, only short answers or "take-home" points were provided.

Regarding pre-session materials, that did vary but most of the prep materials contained foundational content related to the learning objectives, formative questions with answers and explanation for the upcoming session.

I too would be interested to hear how others are dealing with this and what processes they have in place to give students in advance of sessions.  Thanks Max!

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix

Original Message:
Sent: 02-09-2021 14:00
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Nancy!

I got my MLIS at FSU back in the 90s. I miss Tallahassee sometimes. 
We have that complaint come in regularly also. An exacerbating issue is as our curriculum is on a block course schedule, what happens in the early blocks has effects on each block that follows it - so if in an early block the faculty / course directors decide to give students content in one way and then in the next block it's done differently, the students get very upset and I don't blame them.

It's reassuring that we are not the only school struggling with this concept. 

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 02-11-2021 06:48
From: Nancy Hayes
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

We also have been using the Student PPt version distributed before class and the post-class PPt with included "answers." One complaint we get from students is that it's inefficient to have their in-class notes on one file and the added faculty input on another. I see their point -- if only that "time" seems to be the coin of the realm for medical students.

@Cinda Stone's idea about assuring that post-class files are summaries and don't duplicate what's in the original might help somewhat.

I think this is the double-edged sword of technology. We all struggle with maintaining the compromise between engaging students in the thought processes that constitute learning (keeping them in Vygotsky's ZPD) vs handing them completed products of our thought processes.

------------------------------
Nancy Hayes
Director of Clinical Foundations
Florida State University College of Medicine

Original Message:
Sent: 02-09-2021 15:40
From: Cinda Stone
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max -

We have had the exact same issue over the last few years and comments from students.  Although we had some general guidelines, we also realized that some lecturers were releasing more information than others, and that caused concerns too.  After much discussion, we ended up posting  a "best practices for post-session handouts" that was vetted and agreed upon.  Those practices included reminding lecturers and students that the post session handouts should only be a summary of the session and not a duplicate of what was discussed.  The content should provide a copy of the problem, provide the answer or short explanation, without elaborate details and/or the process used to arrive at the answer; (this should be gained by attending the session).  Depending on the type of session, there were various guidelines to follow; for example, for case-based sessions, only short answers or "take-home" points were provided.

Regarding pre-session materials, that did vary but most of the prep materials contained foundational content related to the learning objectives, formative questions with answers and explanation for the upcoming session.

I too would be interested to hear how others are dealing with this and what processes they have in place to give students in advance of sessions.  Thanks Max!

------------------------------
Cinda Stone
Director, Curriculum Management
University of Arizona-College of Medicine-Phoenix

Original Message:
Sent: 02-09-2021 14:00
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thank you, Stephanie!

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine

Original Message:
Sent: 02-09-2021 13:37
From: Stephanie Weiner
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Thanks for this question, @Max Anderson. I flagged for our colleagues in the Curriculum Community to respond.

------------------------------
Stephanie Weiner
Director, Digital Strategy & Engagement
Association of American Medical Colleges

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Max,

I am planning an online talk for your students in March.  I did not hear about the multiple slide decks.  

My plan was to send students a document with the objectives, a few links I'd like them to scan prior to the session, and a list of resources, if they want to learn more after the session.  

-Carolyn

------------------------------
Carolyn Pointer
Assistant Professor
SIU School of Medicine
------------------------------

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Carolyn,
Feel free to email me directly about this - is it for a class or just a presentation?

Max@uic.edu

Max

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 02-10-2021 09:05
From: Carolyn Pointer
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max,

I am planning an online talk for your students in March.  I did not hear about the multiple slide decks.  

My plan was to send students a document with the objectives, a few links I'd like them to scan prior to the session, and a list of resources, if they want to learn more after the session.  

-Carolyn

------------------------------
Carolyn Pointer
Assistant Professor
SIU School of Medicine

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Is there data on which method helps students (on average) learn the most?  Do they do better with more or less written material before or after the session?

------------------------------
Marjorie Bowman
Chief Academic Affiliations Officer
Veterans Health Administration
------------------------------

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Excellent question and this is what I'm trying to figure out as well. I coincidentally met with one of our learning specialists yesterday and explained the issue. She said she would look to see if there is any research on this topic. It may be a gap in the literature!

Max

------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 02-11-2021 07:46
From: Marjorie Bowman
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Is there data on which method helps students (on average) learn the most?  Do they do better with more or less written material before or after the session?

------------------------------
Marjorie Bowman
Chief Academic Affiliations Officer
Veterans Health Administration

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Hi Max,
We give students a Self-study Guide that we produce which contains all of the powerpoint slides and notes in advance of the session along with corresponding videos in most cases.  The Teaching faculty have a ppt for the in-class activities that is not shared with students. For the in-class session activities, we have a Student Guide and a Faculty Guide.  The Student Guide is the Faculty guide without the answers descriptions or images.  Students get the Faculty Guide at the end of the day of each session.

Princess
Dir of Curriculum & Instruction

------------------------------
Princess Currence
Director, Curriculum & Education
Rush Medical College at Rush University Medical Ce
------------------------------

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------

Original Message:
Sent: 2/18/2021 11:59:00 AM
From: Princess Currence
Subject: RE: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi Max,
We give students a Self-study Guide that we produce which contains all of the powerpoint slides and notes in advance of the session along with corresponding videos in most cases.  The Teaching faculty have a ppt for the in-class activities that is not shared with students. For the in-class session activities, we have a Student Guide and a Faculty Guide.  The Student Guide is the Faculty guide without the answers descriptions or images.  Students get the Faculty Guide at the end of the day of each session.

Princess
Dir of Curriculum & Instruction

------------------------------
Princess Currence
Director, Curriculum & Education
Rush Medical College at Rush University Medical Ce
------------------------------

Original Message:
Sent: 02-08-2021 17:02
From: Max Anderson
Subject: Giving Students Instructional Materials in Advance with Answers vs Without for Sessions

Hi, all,
This has come up quite a lot in our curriculum - what resources to give students in advance of a session and what to give them at the end. For example, currently we have at minimum two different PowerPoint file types that we give to students - a 'student start' version which is given just before the session starts and a 'faculty' version which is sometimes given to students at the end. In the past, the students complained because we would give them a bare bones student version which did not have the same number of slides as the version used by the faculty to present. Their reasoning is that even if the student start version of the PPT had a bunch of empty slides where in the faculty version they are there, students could take notes and reconcile them later after they received the faculty version. Same number of slides, easier to remember where you took a note. The faculty version they get usually has all of the slides but maybe some of the facilitator notes removed.

Other faculty prefer to give their faculty (complete) version at the start of a session but remove some of the slide notes that are meant just for faculty facilitators. Regardless, this still requires at least two different slide decks - one marked for students and one marked for faculty.

Some of our faculty are resistant to giving a more complete 'faculty' version to students at the start because it includes questions, answers, etc. and they feel it defeats the purpose of them even being there as the students 'have it all already.' I have tried to explain to them that our students are incredibly busy and it's probably unlikely they are looking that closely at the slides prior to a session.

I'm curious to know what you all do for your curricular materials prior and post a session. If you have an article, book chapter, etc. to add, that would be fantastic.

Max



------------------------------
Max Anderson
Dir of Instructional Design and Learning Innovation
University of Illinois College of Medicine
------------------------------