b'Guide to Digital ClerkshipsKNOWLEDGE & CASE EXPERIENCEwill control the conversation again. By utilizing the round table and setting the expectation that no one can interrupt, everyone gets involved. Since no learner wants to look bad in front of their peers, it will also improve engagement.Start with one person and one question, and have that learner explain the groups answer. Assess whether the group disagrees (meaning they didnt collaborate) or how detailed the answer gets. Give your feedback to the GROUP, not the learner. Then go around in a circle, having each learner explain the answer to the next question. Block others from answering. If there are more questions than learners, dont go in a circle again. This varied order ensures everyone will have every answer done thoroughly, rather than just prepare for their assigned question. Online, the circle can simply be the order in which students show up in the virtual room.3) Switch sheets, read from the one you haveThis approach works best in scenarios where questions are asked in quick succession, and learners individually write down brief answers (such as rapid-fire memory recall drills). It can also be used for skill demonstration, such as writing out a hypothetical sample order set for admission.When the questions are finished and everyone has written down their answers, have the learners turn in their notes. Dont ask for names; simply collect what you can. This is easier in person, as people can hand in a piece of paper. If doing this online, collecting screenshots of learners answers works just as well (note: were trying to accelerate a feature-version of this in our technology, but no ETA as this is all happening rapidly).Take the notes (get them via email, file share, etc) and open them with the intent of them being anonymous (copy / paste into single file, remove names, etc). Once comfortable its achieved, you are now free to share your screen and show them. Utilize the round table again, asking one learner to read a randomly selected note. Each learner knows which is theirs, but by keeping it anonymous, there is no blame or assignment of success/failure in front of the group. This way, no one else knows who was off base, which is okay.We recommend using this strategy specifically with admit order sets. Learners discuss a case and then are asked to fill out an admit order set. This method will demonstrate which students need additional coaching as misconceptions of common orders are uncovered.Failure becomes a means to discuss the right things.Strategies For Handling Heterogeneity8 OnlineMedEd. All rights reserved.'