Transcript TEACHING STRATEGIES BLS

TEACHING STRATEGIES
Clinical Setting
Office of Medical Education
Faculty Goals
• Students leave your clinical rotation with a
reasonable expectation that they have the
core knowledge, skills and attitudes of a
clinician in your area of expertise.
Learning
• “A long lasting change in behavior”
• Instructor success  can be measured in the
student’s ability to learn and retain the
knowledge, skills, and attitudes.
Reasonable Goals and Objectives
• Focus on the needs of the student with
particular attention to the skills that are
needed in the student’s role.
• Know the goals and objectives of the
clinical rotation.
Instructor Resources
• LCME standards
• ACGME /RRC standards
• Prepare yourself, good
resources are of little
value without good
faculty.
Students Should Have the
Opportunity to Come Prepared
• To be effective, the
syllabus must be
provided to the
students in advance of
the rotation.
Know the Characteristics of
Students
• Target your learning to the appropriate
audience.
Learning Environment
• You create the emotional climate through your interaction
with students.
• Your nonverbal behavior teaches more about your
expectations for a clinician than what you say.
• Set a positive can-do atmosphere.
– Students will succeed on Shelf Exams, USMLEs, Boards
Faculty
• The single most important variable in optimizing
the student’s educational experience.
• Challenge your students to critically think, to
practice skills and integrate new knowledge into
their clinical behavior.
• Give effective feedback.
Lifelong Learning
• Everyone learns throughout life.
• Teaching is a planned experience that facilitates
learning.
• Engage your students to become independent
lifetime learners.
Learning is Continuous
• Begin at the student’s level of knowledge
and relate new learning to information the
student has already mastered and
information the student’s needs.
Learning Must Make Sense
• Learning is purposeful and must make sense
to the learner.
•The ultimate purpose is to improve the
health of Texans by educating physicians.
Learning Involves as Many
Senses as Possible
• Learners remember:
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10% of what is read
20% of what is heard
30% of what is seen
50% of what is heard
and seen
– 80% of what is heard,
seen and done
Learning Activities Must Be
Appropriate for the Situation
• Major goal is the
education of humane and
highly skilled physicians.
• Students must see, hear
and do skills.
• Cut the lecture time.
• Focus on application of an
integrated scientific
knowledge base to the
practice of medicine.
Learning Must Be Stimulating
• You can successfully
complete this rotation.
• You too can be a board
certified physician.
• We will meet your
needs and interests.
Learning Must Result in the
Ability to Perform
• Do not focus on
memorization.
• Reinforce new
information with
practice application.
• Repeated practice in
simulated situations
will reinforce learning.
Learning is Affected By
Emotions
• Elicit positive emotions.
– Accomplishment
– Satisfaction
• Minimize unpleasant
emotions.
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Frustration
Boredom
Fatigue
Fear
Learning is Affected By the
Physical and Social Environment
• Recognize the effects
of social exchange and
social environment on
learning.
• Provide positive
feedback in public.
Learning Objectives
• Determine what
learners should know
and what they should
be able to do with the
information.
• Know and share the
objectives with the
learners.
Learning Objectives
Cognitive Objectives
• Tell what information
the learner must know
and describe the level
of knowledge that
must be demonstrated.
• Evaluated with tests,
questions and answers,
discussion, scenario
practice.
Learning Objectives
Psychomotor Objectives
– Tell what physical
skills the students must
be able to perform.
– Evaluated with
demonstration of skill
using skills checklist.
– All should participate
fully in practice
sessions.
Learning Objectives
Affective Objectives
• Indicate the feelings
and attitudes the
learner will develop or
demonstrate.
Motivation of the
Medical Student or Resident
Intrinsic
– Help me be a better
physician.
– May be more curious
and want to learn more
Extrinsic
– Required for boards
– Want to learn only
what they need to
know.
Past Experience
• Negative learning
experiences in
undergraduate and
basic science years
may cause some adults
to feel threatened to be
in the role of learner.
Past Experience
• Evaluation of
performance may be
challenging or
stressful and the
learner may need
reassurance about the
entire evaluation
process.
Past Experience
• Adults often define
themselves by past
experiences and may
have strong opinions
related to their
perceptions of the
experience.
Past Experience
• A warm, nonthreatening learning
climate can help
participants evaluate
new ideas that conflict
with old ideas more
objectively.
Past Experience
• Faculty may need to
help students
overcome resistance to
new ideas.
• Faculty need to be
open to new ideas.
Comfort and Reinforcement
• If students have learned a
particular skill or
technique earlier in their
education they may have
difficulty changing
behaviors…
• Encourage.
• Ensure Success.
• Be accepting.
• Treat all with dignity.
Faculty Skills
Knowledge of the Subject Matter
• The foundation of
every great instructor
is knowledge of the
subject matter.
Facilitator of Learner Participation
• Give participants the
opportunity to practice
and MASTER the core
knowledge and skills of
your area of expertise.
• Encourage.
• Ensure success.
• If you detect limitations,
document and provide
additional assistance.
Serve as a Model
• Have exemplary
knowledge and skills.
• Do not be careless.
• Teach to standards of
care - if your personal
beliefs are contrary to
standards of care –
encourage research.
Effective Feedback
• Provide careful and
consistent and
immediate feedback.
• Be positive.
• Observe student
performance during
skills and patient
interactions.
What to AVOID
Inconsistent Faculty Performance
and Inadequate Student Skill
Performance
Unrealistic Expectations
• Inappropriate rigidity
on the part of faculty.
• Do not expect students
to be superhuman.
Overreaction to Grades
• No one tends to fail – or
even get an average grade.
• Assess impact of grade
inflation.
• Students overreact to
getting a low A.
• Focus on learning not
grades.
What to Do?
Stay Student Focused
• Fear imperfection
• Fear responsibility
• Fear anxiety and guilt
• Fear failure
Encourage Learning/
Motivate Learners
• Real life practice-based
scenarios –apply knowledge to
patients.
• Core knowledge TESTED
• Motivational context – the
students are important .
• Faculty are to focus on the
students and change them from
passive observers to active
learners.
Watch-then-Practice
• Introduce hands-on
skills.
• Participants are to
watch closely.
• Utilize simulation.
• Skills build on one
another.
Practice-Based Learning
Utilize Practice-Based Learning
– Approximate the student’s
anticipated role in actual situation.
– Guide students through scenarios
that simulate reality to increase
confidence when confronted with
an actual situation.
– Critically observe and mentor.
Evaluate
• Skills
• Written
Examinations
• Oral
Presentations
Involve the student in self evaluation
The END
Resource: AHA:BLS ACLS Instructor Manuals 2000
Post Test
print page, take exam, send to
Dr. Sandra Oliver
Which is true of adult learners?
A. Adult learners need grades, gold stars, and
other incentives as motivation to learn
B. Adult learners should be involved in
evaluation of their own work
C. Faculty need to direct adult learners learning
behavior
D. Adult learners need structured curriculum
organized in carefully sequenced subject matter.
Question 2
2.Learning is affected by which of the
following:
A. Learning Environment
B. Feedback
C. Motivation of the Student
D. All of the above
Question 3
3. Choose the correct statement:Learners
remember:
A. 10% of what is heard and done
B. 20% of what is seen
C. 50% of what is heard
D. 80% of what is heard, seen and done
Question 4
4. The single most important variable in
optimizing the student’s educational
experience is the
A. Course material
B. Faculty
C. Environment
D. Student incentives
Question 5
5.The concept of life long learning includes
all of the following EXCEPT:
A. Students are passive learners
B. Learning is student focused
C. Students are challenged to think critically
C. Lectures are replaced with applications to
clinical setting