View
222
Download
0
Category
Tags:
Preview:
Citation preview
How can we teach effectively?
Ramesh Mehay
Course Organiser, Bradford VTS
Aims
identify learning objectivesintroduce some educational theoryIncrease your repertoire of
teaching skills
The Educational Cycle
Assess Needs
Design Assessment Set Objectives
Decide Methods
Part One – Defining the A&Os
What do they need to know?
What are the aims and objectives of the session?
Identify what they want to learn
FIRST OF ALL, DEFINE WHAT THEY NEED TO KNOWTHAT WILL HELP YOU DEFINE THE AIMS &
OBJECTIVES Ask them Check lists (eg from the medical school) problem case analysis - things you know you don’t know random case analysis - issues you may not have identified critical incident analysis - learning from mistakes and near
misses PUNs (patient unmet needs) DENs (doctors educational needs)
Aims & Objectives
Important for any session you do Good starting point – focus
Aims are general
“better insight into management of COPD”
Objectives are specific
“understand the different therapies and their step line use” (GOLD)
Part Two – Domains of Learning
What are we trying to teach?
What are we trying to teach?
K.S.A.
knowledgeskills/competenciesattitudes
Knowledge factual; evolving; evidence base Evaluating and using ‘knowledge’ - critical appraisal; application of
knowledge
Skills & Competencies Clinical, Practical, Consultation, Communication, Problem solving Research and audit (evaluating and doing)
Attitudes ethics etc; self awareness; commitment to maintaining standards Personal care for patients Practice context - practice issues; regulatory framework Broader context - medico-political/legal/social; ethnic/cultural
Part Three – Educational Theory
What principles and philosophies in education might help with our teaching?
JoHari’s Window
JoHari Again
Linking knowledge to skills - Miller’s pyramid
Does
Shows how
Knows how
Knows
Experiential learning (Kolb)
concrete experienceobservation, reflectionformation of abstract concepts and
generalisationstesting implications of concepts in
new situations
Reflective practitioner
The professional practitioner reflects on their knowledge whilst engaging in activity. This enables them to adapt to the potentially unique context or problem with which they are faced (Schön,1983)
Professional education should provide people with the opportunity to reflect on their practice and to identify the theories embedded in their routine work (Coles, 1994)
Constructivism (3 Cs)
Construction - knowledge builds on what is already known
Context - is important in learning and in applying it
Collaboration - important in exploring different perspectives because knowledge varies in different contexts and cultures
Adult learning = androgogy
learning what’s important to youapplicable in the real world (context)learner, not teacher, is responsiblelearning is self directedlearning is continuous, must adapt to
new situations
Feedback - definition
Information about performance or behaviour which leads to action to affirm or develop performance or behaviour, i e
to affirm what you do wellto help you develop in areas you do less
well
Part Four – teaching methods
How else can we do it?
Acquiring knowledge
LecturesTutorialsBooks Journals Electronic information sources
Other Methods
Lecture Debate Buzz groups Mini-lecture
Brainstorming Action learning Project based learning
Case discussion
Critical incident Role play Triadic teaching PBL
Video teaching Task groups Balint group microteaching
Difficult Cases THE REFLECTIVE CYCLE (Gibbs 1988)
…………a very useful tool for teaching.
Gibbs (1988)
Description What happened?
Feelings What were you thinking and
feeling?
Action plan If it arose again what
would you do?
Evaluation What was good and bad about the experience?
Analysis What sense can you make of
the situation?
Conclusion What else could you
have done?
GROUP WORK
What Makes a Good Teaching Session? (LAST SLIDE)
Tailored to learner’s learning style Dependent on learner’s knowledge and experience Get the learner to do the groundwork Use educational tools
VideosBooks and bookletsPapers and articleselectronic sources (software, internet)
Giving the tutorial direction - link to experience Maintaining interest Interact
Open-ended questionsGive timeVary content
Baggage section
Recommended