February 2022 #MedEdPearls: Retooling the Facilitator Toolbox for Learning

In the shift to the Learning Paradigm and a flipped classroom approach, learners acquire prerequisite knowledge before attending an in-class session with peers while faculty assume a guide/facilitator role. This facilitator role requires tools for educators to skillfully foster effective verbal and nonverbal communication with learners. Topperzer et al. (2021) indicate that thoughtful questions (tip 10) can be posed to stimulate thinking, guide discussion, and encourage bidirectional communication and engagement with learners. The authors outline question categories (specific, clarifying, open, probing, and confrontational) with examples that facilitators can use to promote learner reflection.

Nonverbal communication is also key to cultivating a robust learning environment. Hale et al. (2017) offer 12 nonverbal tips for medical educators and provide basics on body language that encourages thinking (tip 5) and enhances questions and participation (tip 7) among learners to support an engaged learning environment.

What facilitation tools do you have in your toolbox? Share them on Twitter using #MedEdPearls!

#MedEdPearls are developed monthly by the Central Group on Educational Affairs. Previously, #MedEdPearls explored topics including earthquakes of thought, universal design for learning, and what happens after medical errors are disclosed.

Jennifer Hillyer, PhD, is the Director of Faculty Development in the College of Medicine and an Assistant Professor at Northeast Ohio Medical University. Jennifer’s professional interests include faculty development, curriculum development, program evaluation and education research. Jennifer can be followed on Twitter or contacted via email.

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