Becoming a Teacher (1)

7/31/2019 Becoming a Teacher (1)

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Becoming A Teacher

Vijay Jamalpuri


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Learning Objectives

Qualities of a good teacher

Good presentation

Concept of one minute teacher Assessment

Evaluation of Teaching


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RCPCH curriculum - Teaching


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Good Teacher should.

Stimulate the learner

Challenge the learner

Interest the learner Prepare well

Encourage the learner with positive feed back

Understand the learners needs


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Good Teacher should.

Use appropriate style of delivery

Evaluate teaching and learning

Refine future teaching Should be a lifelong learner


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Good Teacher

A good teacher delivers education

at a level, in a style and at a time

at which the learner is ready andwill gain most benefit


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Teacher - Facilitator

How instructive and facilitative is yourapproach?


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Lecturing effectivelysuggested structure

Set - what you need to think aboutbeforehand

Dialogue What happens during the event

Closure How will you finish off


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Dialogue

Content

Communication skills

Non-verbal

55%

Words

7%

Vocal variety

38% Non-verbal

Words

Vocal variety


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Set (including environment)

Layout

Projection facilities

Temperature and lighting Time

Learning outcomes

Opportunity to claim credibility Role of audience


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Vocal variety

Voice

Emphasis

Pace Enthusiasm


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Non-verbal communication

Gestures

Posture

Position Proximity

Movement

Eye contact Facial expression


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Words

Dont

Read out the slides

Use very small text Use full sentences

Moving/flying texts or graphs

Use annoying sounds Use complex diagrams or charts


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For better Power Pointpresentation, try

Max.7 words in height

Max.7 words in width Simple text or diagrams

Simple colours/animation


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Dialogue

Interaction

Questions

- open- random, named individuals

- along a row

- pose, pause and pounce


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Closure

Asking questions

(question slide)

Summarising(say what..)

Terminating


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I dont really have the time or

opportunity to teach


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One minute teacher

Teaching happens in busy clinical practiceenvironment

Five micro skills for clinical teaching

Helps the trainer to assess, instruct and givefeed back efficiently


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Get a commitment

Listen to the presenter

What you think is going on here?

Push beyond their level of comfort


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Probe for supportive evidence

What led you to that conclusion?

Ask for the trainee for the evidence beforeyour opinion

To establish their knowledge and find out thegaps Performance Gap

Try to understand the learners reasoning


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Reinforce what was right

Be specific

Praise the good behaviour likely to repeat


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Correct mistakes

Mistakes left unattended good chance ofbeing repeated

Areas for the improvement

Ask the learner as well


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Teach a general principle

Try to move the learning from specificisolation towards general synthesis


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Assessment & Evaluation

Assessment

Process by which we test whether our

teaching and students learning have bothworked

EvaluationProcess by which one judges the efficiency,and effectiveness of the teaching


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Learning Vs Assessment

Learning Assessment

Assessment Learning


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Assessment

Summative

Cumulative scores from various individualassessments which count towards a final

mark

Formative

Assessment which informs and impacts onthe learning process


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Workplace Based Assessments

Millers Triangle of Clinical Competence


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Workplace Based Assessments

Summative ?

Formative ?

Assessment for learning?


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Feedback Workplace basedassessments


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Feedback Johari Window


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Feedback


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Evaluation Modes of data collection

Quantitative rating scales and scores

general view

Qualitative free response questions

interview / discussion specific issues


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Evaluation - Methods of data collection

Feedback from colleagues

(structured) observation followed by debriefing

Feedback from students

questionnaires (!)

focus groups, suggestion boxes, ...


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Evaluation - Methods of data collection

Recording

video / audio

Writing a diary or portfolio


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Feedback form for educational presentation


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Feedback form for educational presentationPresenter: Vijay Jamalpuri

Date: 07/12/2010

Title/Article: Red cell transfusionNational Red Cell Transfusion audit

Reviewer: Consultant SpR/ST 4-8 ST 13 ANNP Nurses Students Others

Article was sent to you via e mail prior to date of presentation: Yes/No (Delete

appropriately) Answer this if you are Consultant/SpR/ST/ANNP

Excellent Good Satisfactory Poor N/A Comments

General Impression

Organisation Excellent Good Satisfactory Poor N/A Comments

Room Layout

Resources

Time Keeping

Content: Excellent Good Satisfactory Poor N/A CommentsRelevance to me

Appropriate level for me

Mastery of subject

Presentation technique Excellent Good Satisfactory Poor N/A Comments

Opening Overview

Visual aids

Slides

Clarity

Audience Interaction Article appraised

appropriately(Aim, methodolgy,

And discussion)Question

Summary

Please comment:

Especially Good:

Changes to make the presentation more effective:


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Learning Objectives

Qualities of a good teacher

Good presentation

Concept of one minute teacher Assessment and Workplace Based

Assessments

Evaluation of Teaching


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References

Teaching Made Easy - A manual for health professionals

by Ruth Chambers and David Wall (Radcliiffe Medical Press)

Pocket Guide to Teaching for Medical Instructors by I Bullock, M Davis,

A Lockey and K Mackway-Jones (Resuscitation Council, UK)

Lifelong learning at work P W Teunissen and Tim Dornan

BMJ2008;336;667-669

TLHP Module 102 Hand Book, University of Bristol


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Lecture

Advantages

Disadvantages

Documents

Becoming a Teacher (1)