b'Guide to Digital ClerkshipsKNOWLEDGE & CASE EXPERIENCEin the right direction. Once this is accomplished, fade away again.Remember, you will have time later for direct instruction. The review and clarification phase at the end is your time to shine. But during the session, you should be listening far more than you speak.Strategies for Full InclusionThese strategies are best employed in discussions where all learners are of the same levela homogeneous combination of learners. That said, they can be employed when there are heterogeneous learners as well (med students through R3).1) Ask a specific learner for their inputDirecting questions to specific learners can be used to engage a disinterested learner or coax contributions from quiet ones. This is additionally helpful in balancing the conversation if there are dominant personalities at play. It also works when you hear someone say the right answer, but the group is agreeing on a wrong one.Learner disinterest or nonengagement may be caused by their own lack of desire to participate, or because an assertive extrovert has inadvertently forced them out of the discussion by controlling it. While you could tell the dominant personality to talk less, the better approach is to get more engagement from others. Instead of telling the disengaged learner, hey, pay attention, draw them back in by having them contribute.Use directed questions carefully. Be aware of what we call the Socratic Method vs. the Traumatic Method:Socratic Method Traumatic MethodQuestions to build bridges Questions that strike fear or disciplineMeant to spark connections Meant for pain When directing questions to specific learners, call them by name. If dealing with dominant personalities, try pivoting through a statement like this: Thanks Eric. Its a great point, but lets hear what Stephanie has to say. When taking this approach, you stay in the group and listen to their ideas.When posing directed questions, you can ask the learners what their perspectives are on a given topic, or you can assign a research task to a learner, with instructions to report back. If learners then expound all the right answers in the right way, ask them to teach the group what they know. If the answers are disorganized or wrong, jump on the thing they got wrong by quickly having them reattempt research and then return to teach it back to the group correctly.2) Round table answersThis approach is best when groups are small (35 learners) and there is a set of clinical questions to be answered. As you review the learners conclusions, its important to ensure everyone answers; otherwise, the dominant personality 7 OnlineMedEd. All rights reserved.'