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Leveraging and assessing student thinking

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leveraging and assessing student thinking/ edited by Stacey Pylman, Rachel Moquin, Amy Greenberg.
other author:	Pylman, Stacey.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xvii, 140 p. :ill., digital ;24 cm.
[NT 15003449]:	Part 1. Why does Student Thinking Matter? An Exploration of Theory -- 1. Eliciting and Interpreting Student Thinking (Stacey Pylman & Cathy Abbott) -- 2. Meeting Learners Where They Are (Rachel Moquin & Lara Zisblatt) -- 3. Addressing Imposter Syndrome: Leveraging Prior Knowledge to Support a Sense of Belonging in Medical Learners (Emiko Blalock and Amy Greenberg) -- Part 2. How to Leverage and Assess Student Thinking: An Exploration of Skills -- 4. Questioning Strategies (Stacey Pylman and Amy Greenberg) -- 5. Feedback to Guide Thinking (Rachel Moquin) -- 6. Debriefing Experiences to Elicit Student Thinking (Amy Greenberg and Stacey Pylman) -- 7. Analyzing Student Work Using Rubrics (Stacey Pylman & Rachel Moquin) -- 8. Using Assessment to Elicit Student Thinking and Promote Learning (Fei Chen & Lara Zisblatt).
Contained By:	Springer Nature eBook
Subject:	Medicine - Study and teaching. -
Online resource:	https://doi.org/10.1007/978-3-031-89714-6
ISBN:	9783031897146

Leveraging and assessing student thinking
Leveraging and assessing student thinking[electronic resource] /edited by Stacey Pylman, Rachel Moquin, Amy Greenberg. - Cham :Springer Nature Switzerland :2025. - xvii, 140 p. :ill., digital ;24 cm. - IAMSE manuals,2673-9305. - IAMSE manuals..

Part 1. Why does Student Thinking Matter? An Exploration of Theory -- 1. Eliciting and Interpreting Student Thinking (Stacey Pylman & Cathy Abbott) -- 2. Meeting Learners Where They Are (Rachel Moquin & Lara Zisblatt) -- 3. Addressing Imposter Syndrome: Leveraging Prior Knowledge to Support a Sense of Belonging in Medical Learners (Emiko Blalock and Amy Greenberg) -- Part 2. How to Leverage and Assess Student Thinking: An Exploration of Skills -- 4. Questioning Strategies (Stacey Pylman and Amy Greenberg) -- 5. Feedback to Guide Thinking (Rachel Moquin) -- 6. Debriefing Experiences to Elicit Student Thinking (Amy Greenberg and Stacey Pylman) -- 7. Analyzing Student Work Using Rubrics (Stacey Pylman & Rachel Moquin) -- 8. Using Assessment to Elicit Student Thinking and Promote Learning (Fei Chen & Lara Zisblatt).

This book is a compilation of teaching theories and strategies for eliciting and interpreting student thinking to adapt to educational settings. Medical education is no longer about simply providing students with knowledge, as it was in Flexner's day. Modern medical education is focused on shaping how students understand, define, and move the practice of medicine forward. Modern medical schools focus on building student's ability to reason clinically and develop their own identity as professionals while integrating those pieces of their identity with their emerging content knowledge. This level of high-quality education requires medical educators to understand their learners and see their learners as more than repositories for knowledge. A medical educator must understand who the learner is, what the learner already knows, and what misunderstandings the learner has. Hence, educators must learn to be skilled not simply at conveying information, but rather at eliciting student thinking and understanding to discern what and how to best teach the learner. Faculty often think of teaching this way as complex and time-consuming. However, in this manual we reveal that once the theoretical underpinnings of why leveraging and assessing student thinking matters are understood, educators can enact the theory by building specific teaching skills. This manual is written by authors steeped in educational theory and with a background in teacher education. Other manuals and book chapters have looked at active learning and rubrics which are part of learner-centered instruction. This manual is the first of its kind to help medical educators practice what it means to teach in a learner-centered way by leveraging student thinking. The manual is written using educational theory and literature, includes vignettes for illustrative purpose, and provides practical steps in enacting strategies to elicit student thinking. In the first section of this manual, we define the practices of eliciting and interpreting student thinking and explain why student thinking matters, introduce readers to gradual release theories of learning, and showcase the benefits of using students' experiences, background, and prior knowledge. In the second section of the manual, we explain in further detail how to leverage and assess student thinking. We describe, illustrate with vignettes, and provide step by step guides on the skills of questioning, giving feedback, debriefing clinical experiences, analyzing student work, and assessing student thinking and understanding in the medical education context.

ISBN: 9783031897146

Standard No.: 10.1007/978-3-031-89714-6doiSubjects--Topical Terms:

866647
Medicine
--Study and teaching.

LC Class. No.: R737

Dewey Class. No.: 610.711

Leveraging and assessing student thinking
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520 $a This book is a compilation of teaching theories and strategies for eliciting and interpreting student thinking to adapt to educational settings. Medical education is no longer about simply providing students with knowledge, as it was in Flexner's day. Modern medical education is focused on shaping how students understand, define, and move the practice of medicine forward. Modern medical schools focus on building student's ability to reason clinically and develop their own identity as professionals while integrating those pieces of their identity with their emerging content knowledge. This level of high-quality education requires medical educators to understand their learners and see their learners as more than repositories for knowledge. A medical educator must understand who the learner is, what the learner already knows, and what misunderstandings the learner has. Hence, educators must learn to be skilled not simply at conveying information, but rather at eliciting student thinking and understanding to discern what and how to best teach the learner. Faculty often think of teaching this way as complex and time-consuming. However, in this manual we reveal that once the theoretical underpinnings of why leveraging and assessing student thinking matters are understood, educators can enact the theory by building specific teaching skills. This manual is written by authors steeped in educational theory and with a background in teacher education. Other manuals and book chapters have looked at active learning and rubrics which are part of learner-centered instruction. This manual is the first of its kind to help medical educators practice what it means to teach in a learner-centered way by leveraging student thinking. The manual is written using educational theory and literature, includes vignettes for illustrative purpose, and provides practical steps in enacting strategies to elicit student thinking. In the first section of this manual, we define the practices of eliciting and interpreting student thinking and explain why student thinking matters, introduce readers to gradual release theories of learning, and showcase the benefits of using students' experiences, background, and prior knowledge. In the second section of the manual, we explain in further detail how to leverage and assess student thinking. We describe, illustrate with vignettes, and provide step by step guides on the skills of questioning, giving feedback, debriefing clinical experiences, analyzing student work, and assessing student thinking and understanding in the medical education context.
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