Explore " higher learning" with insightful episodes like "Education", "Two Pills Tips: Owning Online Learning and Teaching!", "You Don't Need A CS Degree To Be A Developer - But Should You Get One? - Season 2 Episode 10", "Two Pills Tips: Peer Evaluations!" and "College" from podcasts like ""America's Place in the World", "Take Two Pills and listen to this podcast", "Self-Taught Or Not", "Take Two Pills and listen to this podcast" and "Sit Still and Listen!"" and more!
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Online teaching…am I doing this right?
Resources:
https://hub.jhu.edu/2020/03/12/how-to-teach-online-courses-coronavirus-response/
Hopefully, everyone has made it through the initial shock of a quick switch to online course delivery. As we wrap up our final lectures of the semester, I just wanted to give some tips on how to infuse a great deal of active learning into our new environment. Will teaching be the same as it was in January? No. Will it be perfect? No. Will students learn a great deal and faculty enjoy teaching? Yes! Feel free to send us an email if you have some great tips for a transition to online active learning!
Create community: One of the major hurdles for online learning (and our current quarantine restrictions) is isolation. I read one comparison of learning to exercising. If you go to group classes in the gym, you are motivated, you have a sense of community, and you commit to showing up with the others in the class. If you have a treadmill, it is on YOU to show up and power through. It’s easier to make excuses and inadvertently miss deadlines. With online course delivery, we do not necessarily have the classroom to be our group setting. We need to emphasize the sense of community that we are providing students, just in a different way.
We need to build connected, caring communities for our online students and the extent to which we respond and provide reassurance that we are here for them goes a long way in establishing relationships and building a sense of trust. It is amazing how receptive students are to quick email turnaround! Feedback should be timely as well, and specifically targeted to the work product being submitted.
The dialogue should be varied and can include video chatting, discussion boards, emails and comments providing feedback on assignments. An advantage of using such methods is that the students need to log in to the course frequently, and frequent log-ins help keep students on track and aware of assignment due dates. The ultimate goal is for the students to feel that they are part of a collaborative atmosphere with the professor as well as other students. This helps with the retention and performance of students in the course.
This can also be reaching out to your students, especially if they are your advisees. They may be facing housing instability, food insecurity, financial issues, health issues for themselves or family members, etc. Additionally, if you notice a significant change in how a student is performing in the course, it would be worth it to reach out to them or have their advisor reach out. I teach a course for students early in the program and I reached out to those who are less successful. With this change and how early they are in the program, they may be unaware of resources available or less likely to ask for help and feel that they need to “tough it out.”
Advanced preparation: This switch to online delivery requires even more preparation than live in-classroom teaching.
-How do you want to interact with students?
-Message board? Voice thread? Chat box? Have them unmute? Raise their hands?
For full episode notes and info visit www.twopillspodcast.com
What is like to have a CS degree now a days? Do developers need or should get one? Let's take a look at both sides!
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★ Support this podcast ★https://www.edsurge.com/news/2018-02-12-five-ways-to-make-peer-feedback-effective-in-your-classroom
https://www.wwu.edu/teachinghandbook/evaluation_of_learning/peer_review.shtml
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3355282/
Let’s talk assignments. In order to get to higher levels of learning, we need to go beyond multiple choice/true-false. However, what is the increased burden of grading?? Is there a way that we can increase application, evaluation, and synthesis without having hundreds of papers to grade??
A potential solution? peer evaluation.
Peer assessment can be defined as the application of criteria and standards to evaluate and provide feedback on the work of peers or colleagues
In a group project, peer evaluation provides accountability of all members
We all have to give peer feedback in our careers whether providing peer review in manuscripts or presentations, reviewing policies/procedure, etc. We also have to give feedback to peers, other professionals, students, technicians/assistants, etc
Benefits to our students include a requirement for critical thinking and going beyond just saying “great job!” with no actual feedback
In an evaluation of peer assessment in health professions students in Belgium, they found that students tended to grade at the high end of their assessment scale with a narrow range, but found their assessment tool to be helpful in differentiating student contribution in group work
In an Australian study, researchers found that although students tended to give their peers’ assignments higher marks than an expert, the quality of feedback was similar and students overall found it to be valuable
Studies have looked at evaluation from students across different campuses. If have opportunity to evaluate students from a separate campus or university, would be more likely to receive unbiased feedback.
Tips/tricks:
Keeping the process anonymous increases students confidence and comfort in giving feedback to peers
Have to decide written vs face to face. While face to face is valuable for learning to provide feedback in the future, students may prefer written due to the anonymity.
Start small
Try to do in class so they can ask you for help
I like these general recommendations to students: good feedback should be constructive, specific, kind, justified and relevant.
Really great appendix in a 2014 article by Miesner and colleagues (published in Currents in Pharmacy Teaching and Learning) that was given to students as a guide for feedback. Some highlights include:
Feedback is communication from others that presents data to a person about what the others are experiencing and how this is impacting them. The purpose of giving feedback is to give a person insight that they may not see in themselves and provide them with your perception of their strengths and areas of improvement. Some guidelines for feedback—
Full Episode Notes and Information Available at www.twopillspodcast.com
Today's topic is one that Sarah and Beth are a little too familiar with, COLLEGE! Learn from their mistakes, are you in college or thinking about it? Well, listen up!
Thank you for listening!
Give us a call and let us know YOUR thoughts on this topic. We will follow up in future episodes... (602) 888-4907
Sit Still and Listen is produced at the Casa Cornell Studio in Surprise, Arizona by Beth Cornell using Blue Snowball mics and Adobe Premiere for production sound and post-production editing. Sarah Cornell does not produce or edit the podcasts. Beth is "learning" and hopefully you will see improvement over time :-)
Music credit:"Shaving Mirror" Kevin MacLeod (incompetech.com)
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Full podcast description: A vigorous discussion between two generations. A mother and a daughter. A millennial and a Generation X-er.Topics are randomly chosen by alternate weeks being lead by one host or the other. The person not leading the discussion will have just heard the topic at that moment. Armed with only the knowledge they possess and the discussion will ensue. We hope to not only bridge the gaps in generational understanding but also to laugh and find some common ground to refocus our lense of the world. We invite you to join us!
Turns out, students enjoy throwing things. Especially at the instructor.
One way to engage students is to *physically* engage them. I have done this with small groups of 10-12 up to 50+.
One easy way is to bring them to call on students to answer questions during your discussion. Since my background is in infectious disease, I usually bring giant microbes. I’ll throw one to one student to have them answer the question. If it is a group who knows each other well, I will have the initial student throw the item to the next student to to answer the next question.
This can also be a great way to come up with ideas in a brainstorming session. For example, let’s say you are asking the group to come up with causes of common complaints such as “chest pain” or “altered mental status.” The students can throw the toy to each other and each person has to come up with an accurate and unique addition to the ones that have already been mentioned. They have to listen to what others have already said and be reviewing potential possibilities as the ball is thrown.
Ball toss: “This semi-review and wake-up exercise is particularly useful for re-energizing students when they have been working with material that requires heavy concentration. Craft an open-ended prompt (such as ‘In my lecture, what did you find particularly interesting?
Important? Still unclear?’). Then have students stand up and form a circle facing each
other. Toss a nerf ball or bean bag to a student and have him or her respond and then toss
the ball to another student who also responds. Continue the exercise until everyone has
caught the ball at least once and explained an important concept from the material just
covered.”
I once went to a teaching and learning session. The instructor asked us to brainstorm ideas around a topic. We went around the room and gave our idea to the group. We then threw it towards him as he was carrying a large trash can. The session was at the end of a long conference session and I found it SO memorable.
I incorporated this idea into my selfcare talk on ophthalmology. Students were required to evaluate a real selfcare product from the OTC aisles in their groups. They had to discuss aspects such as indication, precautions/contraindications, and patient counseling points. When they finished, they threw the Ziploc bag containing their product into a large bin at the front of the room. Students were surprised at the opportunity to chuck an item across the room and it livened up the end of class.
Another activity I read about, but have not done myself, is “Snowballs.” The instructor forms several blank pieces of paper into balls and throws them around the room. Each time a “snowball” lands on a desk, the recipient must write three takeaways from today’s (or yesterday’s) class, and then throw it onward. After nine ideas are on each page, pause for students to debrief the pages in groups.
A couple of tips for making this successful:
Know your audience-do they know each other well? Will students feel comfortable answering questions individually? Or calling on others?
Use soft items. This should be a given, but you definitely don’t want to cause any risk of harm to the students or yourself or the building.
Know your time limit. Like all active learning, know when too long is too long. Plan in advance and then stop if needed.
Good luck!
Interview with Dr. Fagan and Dr. Fransisco!
Dr. Susan C Fagan is Jowdy Professor of Pharmacy and Assistant Dean at the Augusta campus of the University of Georgia College of Pharmacy. She is known nationally and internationally for her research in Stroke and was named “Distinguished Research Professor” at UGA in 2013. Currently the Interim Director of Interprofessional Education, she uses her knowledge and experiences as part of an Interprofessional Stroke Team, to develop coursework and ensure graduates are “practice ready” and collaborative upon graduation.
Dr. Francisco received his B.S. in pharmacy at the University of North Carolina-Chapel Hill in 1976. At UK he completed a doctor of pharmacy degree and a pharmacy residency with an emphasis in geriatrics in 1979. Upon completing his residency, he joined the faculty of the University of Georgia College of Pharmacy as assistant professor in the Department of Pharmacy Practice. In 1985, he relocated to Virginia where he developed off-campus teaching and practice sites at Eastern Virginia Medical School in Norfolk, Va. as a faculty member at Virginia Commonwealth University School of Pharmacy. He also taught in two family practice residency programs and worked with five community teaching hospitals in eastern Virginia to develop clinical pharmacy services. He also established and taught a course in sports medicine at Old Dominion University and worked with the Area Health Education Center to develop health-related community programs. He returned to the University of Georgia in 1988 as associate dean in the College of Pharmacy.
His areas of emphasis include drug interactions, infectious diseases, and physical assessment. He has been recognized for his clinical expertise and service by the Eastern Virginia Medical School and the American Society of Health-System Pharmacists and for his teaching accomplishments by the Teaching Academy and the University of Georgia College of Pharmacy.
Interview with Dr. LaDisa and Dr. Bartelme!
Dr. LaDisa received her Pharm.D. (2001) from Drake University in Des Moines, IA. After graduation, she completed a PGY-1 Pharmacy Practice Residency at Barnes-Jewish Hospital in St. Louis, MO (2002). Since completing her residency, she has practiced as an inpatient clinical pharmacist and inpatient pharmacy clinical coordinator at Aurora Sinai Medical Center in Milwaukee, WI. In 2012, she joined the faculty at CUWSOP in the Department Pharmacy Practice. Dr. LaDisa practices as an inpatient clinical pharmacist in an acute care GI/GU surgical unit at Aurora St. Luke’s Medical Center in Milwaukee, WI. This practice involves multidisciplinary collaboration to provide evidence-based, patient-centered recommendations to optimize drug therapy related to pain, nutrition, infectious disease, and transitions of care. At St. Luke’s Medical Center, she also serves as a preceptor for pharmacy IPPE and APPE students, as well as PGY-1 residents.
Dr. Bartelme earned her Pharm.D. from the University of Minnesota-Twin Cities College of Pharmacy (COP) with an emphasis on leadership in 2009. She continued at the COP as a PGY1 resident in a 24-month ambulatory care leadership residency. During residency, she spent half her time teaching at the COP and the other half as an ambulatory care pharmacist. The first year she practiced in a family medicine clinic that had established pharmacy services. In the second year, she developed a new pharmacy practice at another clinic. After residency, Dr. Bartelme took a position as a faculty member at Concordia University School of Pharmacy. She currently teaches in the Applied Patient Care courses, the women's health pharmacotherapy module, and co-coordinates the women's health elective. She is an ambulatory care pharmacist at the Ascension Columbia-St. Mary's Germantown Clinic where she provides anticoagulation monitoring services, diabetes management services, and comprehensive medication reviews. She earned board certification as an Ambulatory Care Pharmacist in 2011.
New year, new active learning strategies!
New year, new active learning! If you are reviewing your material to teach for spring semester, jazz it up! This is the time!
Resources:
https://cft.vanderbilt.edu/guides-sub-pages/active-learning/
https://www.ajpe.org/doi/full/10.5688/ajpe759186
Active learning definitions:
-Instructional activities involving students in doing things and thinking about what they are doing (Bonwell and Eison, 1991)
-Approaches that focus on developing students’ skills than on transmitting information and require that students do something—read, discuss, write
-Students’ efforts to actively construct their knowledge
-Opposite of passive learning…aka reading slides to students
Here are some strategies to get you started:
Think-Pair-Share
-Give students a problem/case
-Students first think about problems alone (think)
-Students then discuss the topic with another student (pair)
-Students discuss the topic with a larger group (share)
Muddiest Point
-Students spend 1-2 minutes answering questions about anything that remains confusing/misunderstood about the lecture
Games
-Select a game that you like, select objectives for the lecture/session, then overlay the content onto the framework of the game!
Audience Response Systems (ARS)/Clickers
-Can be integrated into a classroom session for a quick formative or summative assessment
Case Studies
-Require students to apply their knowledge, skills, and attitudes to solve a problem relating to the course material
-Helps prepare students for case-based exam questions
Resources:
https://teacheveryday.com/escape-room-in-the-classroom/
https://www.edtechteam.com/blog/2017/08/break-out-of-classroom/
https://sites.google.com/site/digitalbreakouttemplate/home
Escape rooms are SO hot right now. I have seen diabetes escape rooms, gram positive infections escape rooms, and even interprofessional education escape rooms. They sound daunting and difficult to create. However, after making my first one, I can tell you-if you have worksheets, you can create an escape room!
Who: I piloted it in my elective, so a smaller group. Students were in teams of 2-3.
What: This was an end of course review for an infectious disease elective
Where: Classroom
When: End of course
Why:
-Allows you to review many concepts in a short amount of time
-Students are entirely immersed in the content as they attempt to solve the locks
-Timer naturally creates sense of urgency and competition
.... Full episode information available at www.twopillspodcast.com
Interview with Dr. Vanessa Holtgrave, PsyD, MS
Dr. Holtgrave is a professor of clinical and forensic psychology and a licensed clinical psychologist in the State of California. She has extensive experience in psychological assessment and diagnosis. She works closely with psychiatric medical professionals as part of a forensic team, provides consultations, and coordinates patient care with medical professionals in a psychiatric setting. Over the years she’s has worked within the prison system, juvenile detention facilities, and within community mental health. Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast!
Highlights (full transcript at www.twopillspodcast.com): Forensic psychology is the intersection of mental health and the legal system. There are many branches. It could be police psychology, correctional psychology, and expert witness testimony; there are so many different areas. Clinical psychology is working more in the community where you might be working with individuals with severe and persistent mental illness. They cross over where you may be working with similar individuals in the correctional setting. It's not really it like CSI like everyone thinks. I really love working with other professionals. On the forensic team, we work with psychiatrists, psychiatric nurse practitioners, public defenders, judges, case managers, all kinds of different professionals. It's nice to be able to bounce ideas off of each other in a respectful way. It's a focus on how do we get this person help so that they stay out of the justice system? I really wanted to challenge myself after getting my Ph.D. and one of my friends started teaching and said that she needed someone to teach clinical assessment. I thought everyone would be fighting for that class because it's so exciting. I just loved it so much. I think new faculty should invest in Red Bulls. Being a professor does not have to be so dichotomous. You can have high standards for your students, but also be supportive. You also want to make the student experience fun. You don't have to have that be at the sake of standards. I see that that kind of dichotomous approach where you have to be strict with your grading and then can't be supportive or give them additional opportunities. I wish someone had told me that lectures don't have to be perfect. I probably spent 20 to 30 hours on my lecture and then worried about if there would be extra time and I wanted to make sure to include the specific active learning strategies. You can let yourself get too lost in that rabbit hole. I wish someone had told me that they didn't have to be perfect because students will still have their questions about the content and what is most important is that they're learning. Each person has their own coping skills or lack of coping skills. They have their own support system or lack of support system. What a person is going through is not something that you have gone through. Patience, clients, and students, humble me and remind me to be sensitive to the fact that they have their own experiences. Our students are a bunch of superheroes. They balance school with everything else going on in their lives. As faculty and Scholar practitioners, we need to remember that these students are coming from a different place and all need different types of support. It's not being needy or putting in less effort. They just may need a different type of support or level of support. For me, it's about making the time for people in your life. It may be deciding that I'm not going to open my laptop or I'm not going to work from home. It sounds like an anti resolution. I'm going to go hiking with my friends this weekend and I'm going to make the time for it. If I were to describe happiness on a certain day, it comes from those kinds of interactions.
Fake It 'til You Make it... How to Teach Unfamiliar Topics!
Help! How do I teach this unfamiliar topic?? Teaching what you don’t know.
It seems to come up for all of us. Someone is sick, there are weather/transportation/scheduling issues, curricular changes, departures-for whatever reason, you have the exciting and often daunting task of teaching an unfamiliar topic.
-First, keep the overarching objectives in mind-what should students know about this topic by the end of your time with them? Why are students being taught this information? If you are unsure, seek out someone who may be able to help-other faculty, department chair, etc.
-Review as much background information as you can-perform a literature search, review previous lectures or other information, etc.
-If possible, consider bringing in another expert or panel of experts. For example, if I am teaching an outpatient-focused topic while my training is primarily inpatient, I will contact my colleagues who practice in outpatient settings. They may be at my institution or others and are happy to help with questions. I find this helps with the “real world” application of the information, beyond the information that I can ascertain from the literature/guidelines.
-Keep in mind that not being an expert can have its advantages. Experts often accidentally teach at the expert level, rather than at the beginning level (which happens to be where our students are). As a novice, you may be in a great position to teach the main concepts.
-Assessment of student understanding. It may be helpful to assign a pre-class assessment that you can review prior to teaching. Something like a minute paper or muddiest point may allow you to identify knowledge gaps and misunderstandings prior to class. It may also give you insight into what students already feel comfortable with regarding the topic.
-Try to resist straight lecturing. Though it is often the most comfortable way to teach unfamiliar material, (since everything is on slides in front of you), it is not helping your learners as much as it is making you comfortable. Try to insert some active learning throughout your teaching session to allow students to discuss, apply, and/or reflect on the content.
-Finally, the age old advice-it is okay to say that you don’t know. When we start out teaching, we may think that we need to be seen as the experts who know everything about a topic. As you teach more and more, you realize how much you don’t know. If you have had 5 voices training, this would be considered moving from unconscious incompetence to conscious incompetence.
Hope this is helpful as you create new content for Spring semester and volunteer to pick up new topics! Thanks for tuning into Two Pills Podcast!
Resources:
https://ucat.osu.edu/blog/teachers-talk-teaching-dont-know/
Full episode info and notes available at www.twopillspodcast.com
Interview with Dr. Rita Olans!
Rita Olans is a pediatric nurse practitioner who works as a NP hospitalist as well as a nursing professor in Boston, MA. When she isn't practicing and teaching, she thinking of other ways to knit together antimicrobial stewardship interventions into everything she does as she has a generation of children who are going to need those precious antibiotics.
Find more information on this episode and all previous episodes available at www.twopillspodcast.com
This Two Pills Tip aims to help those oft-dreaded letters of recommendation become less of a burden! For a full transcription of today's episode visit www.twopillspodcast.com
References:
Interview with Dr. Greg Bohall!
Dr. Greg Bohall, Psy.D., C.R.C., MAC, ICADC, CADC-II
Dr. Greg Bohall earned his doctorate in psychology (Psy.D.) in clinical forensic psychology in 2014 from The Chicago School of Professional Psychology. Dr. Bohall is currently pursuing his licensure as a psychologist in the State of California. He is nationally and internationally recognized as a Certified Rehabilitation Counselor (C.R.C.), a Master Addiction Counselor (MAC), and as an Internationally Certified Alcohol and Drug Counselor (ICADC). He also holds a Certified Alcohol and Drug Counselor-II (CADC-II) credential in the State of California.
In his current role, Dr. Bohall provides clinical and forensic consultation to numerous organizations throughout the greater Los Angeles area where he authors grants for funding opportunities, develops programs for a variety of clinical and forensic populations, tailors documentation and organizational procedures, provides staff clinical training, and develops research protocols. He is also an adjunct instructor at The Chicago School of Professional Psychology. Dr. Bohall is the principal author of the text titled The Psychologist’s Guide to Professional Development (2017) through Springer International Publishing. He is also the principal series editor of the upcoming text series tentatively titled Dangerous Behaviors in Clinical and Forensic Psychology through Springer International Publishing where he is assessing intimate partner violence, affective and predatory violence, sexual deviance, psychopathy, terrorism, suicidality and self-injury, homicidality, and bullying and harassment in relation to various DSM-5 diagnoses and clinical orientations. Dr. Bohall’s current research interests include forensic assessment and rehabilitation, applicability of criminological theory in clinical practice, efficacy and processes of drug treatment courts, intimate partner violence, methods of interviewing and interrogation, and the underreporting of drug facilitated sexual assaults. Lastly, he has been appointed to the editorial board for the Journal of Aggression, Maltreatment, & Trauma and the Journal of Child Sexual Abuse.
In his spare time, Dr. Bohall enjoys the viewership of non-intellectually stimulating movies (e.g., Stepbrothers, Ted, Dumb and Dumber), analyzing the science of bar operations by staring at the television show Bar Rescue, consuming buffalo wings with ranch dip, walking in serene settings, and the engagement in the closure of eyes to repair the body from the various daily damages (AKA sleeping).
Interview with Dr. Jenny Van Amburg!
Dr. Abbie Lyden: Grew up in Indiana, graduated pharmacy school from Purdue University and completed a PGY1 residency at Brigham and Women's Hospital in Boston. After finishing the residency she helped launch pharmacy services in the Emergency Department. In 2010, she made her way back to her midwestern homeland and joined the ED team at Northwestern Memorial Hospital, where she continues to practice clinically. She enjoys sharing her clinical experience with students at Rosalind Franklin University, particularly when utilizing active learning teaching strategies, where she serves as an Associate Professor. When not chasing her 18 month old daughter and 4 year old son around Chicago, she loves to travel, spend time with family and debate with her husband whether or not their kids will be Purdue or Notre Dame fans...Go Boilers!
Two Pills Tips: You'll Thank Yourself for Self-Reflection!
Preceptor Self ReflectionYou have finished with students/residents/learners! Or you’re almost there! While everything is fresh, this is the perfect time to reflect on your experience as a preceptor and consider changes for next year. You will likely receive formal evaluation feedback from students, but self-reflection is key. This tip will discuss some questions to ask yourself to honestly self-evaluate your performance in guiding students on rotations.
For full episode content, tips, and information visit us at www.twopillspodcast.com
Interview with Dr. Milena McLaughlin!
In her own words Dr. McLaughlin is:
"Philadelphia transplant to the Midwest with no immunosuppression required! I attended the oldest pharmacy school in the country (Philadelphia College of Pharmacy) and then completed a PGY-1 Pharmacy Residency at Maimonides Medical Center in Brooklyn, NY and an Infectious Diseases Fellowship at Northwestern Memorial Hospital (NMH) through Midwestern University (MWU). After 10 years of training (after all, pharmacists love to count by fives), I achieved my lifelong dream (at least since third grade) of becoming a math teacher (Clinical Pharmacokinetics). I am currently an Associate Professor at MWU and I am also an HIV/ID Clinical Pharmacist at NMH. Students often laugh at my really bad pharmacy jokes. In my “free” time you can find me baking castle shaped bundt cakes, crafting, or watching any Philadelphia sports team game."
More episode information available at www.twopillspodcast.com
Resources:
https://pubs.lib.umn.edu/index.php/innovations/article/view/537
Read More: https://www.ajpe.org/doi/10.5688/aj7307132
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4584382/
Are you looking for a new form of active learning? Or do you want support for a form that you are already doing? Do you want your students to be more engaged, accountable, and responsible for their own learning? Let’s talk about the Jigsaw method for cooperative learning.
Cooperative learning usually involves small groups of students who contribute to each other's learning. (I have primarily used this particular method for students on rotations). Student interactions lead to opportunities for improving communication skills, and problem-solving.The jigsaw method involves dividing up parts of the assignment or problem (jigsaw pieces) and then assigning groups of students to become “experts” in one area of the problem. Students learn the new material then teach their knowledge to peers. Everyone then is able to see the final completed puzzle with all of the unique pieces discussed.
Benefits of the jigsaw method:
-peer teaching and learning
-facilitating small group discussion
-active engagement
-practically, as a preceptor, you do not have to plan the entire discussion
-students are held responsible and accountable for their individual section of the material
-SOTL studies indicate that students benefit from this method, whether the learner or the expert
Full episode details and learning strategy guidelines available at www.twopillspodcast.com
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