Transcript Dr. Ramesh Mehay Programme Director, Bradford VTS 3 types of slides Information Slides Task Slides Key Note Slides.

Dr. Ramesh Mehay
Programme Director, Bradford VTS
3 types of slides
Information
Slides
Task Slides
Key Note
Slides
• What do you want from this session?
• 10 minutes to reflect
• Re-group
• To re-energise teachers and their approaches
• How to “hook” your audience
• To expose teachers to a variety of teaching
styles (repertoire)
• Reflect on feedback since 2004
• Helping you to deliver Weds tutorials more
effectively
• Helping you feel you’ve done a good job
• To redefine the purpose of Weds tutorials
• Working out the audiences’ learning needs;
“hooking” them
• Defining the content
• Teaching methods/styles
• Providing structure
• Closing teaching sessions
• Evaluating your session
• How to look confident & Dealing with
questions
• How not to over plan?
• Setting Preparatory work
• How to Use PowerPoint
• Looking at Handouts
• Weds tutorial feedback – themes that emerge
Are you hooked?
HOW DOES THAT SOUND?
• What’s the purpose of Weds Tutorials (what
do u think?)
• Groupettes, flip chart
• Regroup and present
• Activity time = 10 mins PLUS 5 min to present
Why did I get you to do that
activity?
If you don’t know what you’re trying
to achieve, how do you know if you
did your job well?
There are 5 educational principles you need to
know:
4. Domains of Learning
5. Miller’s Pyramid
assess
needs
design
assessment
set
objectives
decide
methods
ALWAYS FOLLOW THIS
AND YOU CANNOT GO
WRONG
• knowledge
builds on what
is already
known
Construction
Context
• is important in
learning and
applying it
• getting people
to learn from
each other
Collaboration
as an educational facilitator, you need to promote this
• Get your audience HOOKED
• If they’re not hooked, how can u expect them
to be engaged
• Their mouths must be dripping wet
but the real question is:
• How do you get them hooked?
• In your groupettes
• One of you think of a tutorial you recently
presented
• How would you hook your audience (10 mins,
5 min discussion)
ALWAYS define the aims and objectives of any
teaching session (what’s the difference?)
Helps you
• hooks the audience
• define what you are trying to achieve (content)
• decide how deliver it (methodology)
• Helps you keep on track
• determine whether you got there (self reflection)
• do an evaluation (feedback)
Aims are general
“better insight into management of COPD”
Objectives are specific
“understand the different therapies and their
step line use” (GOLD)
the final agenda should be a merger of teacher’s and learner’s agendas
Okay, so now we know what
we’re meant to be doing
i.e. their learning needs
Groupettes: think of ways you might get this info.
1.
2.
3.
4.
5.
6.
7.
Can you remember what you had difficult with when you were starting
off or even have now? (PUNs, DENs)
From your experience with trainees so far, what are the common
difficulties? (from PCAs, RCAs, CBDs, COTs, significant events)
Ask you current trainee or email the audience
Ask new young doctors in your practice
Ask the PDs
Review checklists: sieve out what’s really important for them to know
(ESSENTIAL vs DESIRABLE)
Search the net to see what others have done (flavour of ideas)
Knowledge
Skills
Attitudes
So, which are you going to
focus on?
Knowledge
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•
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;
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•
Go back to the tutorial that you’ve chosen
What was the content of what you did?
What would you now do differently?
Redefine the content; use the presentation
plan template
• 10 mins, 5 min discussion
Methodologies
Okay, we need to find effective
methods to deliver the stuff (note
plurality)
• Let’s brainstorm some different ways
The Traditional
Lecture
Debate
Group
discussion
Case Based
Learning/Discu
ssion
The fishbowl
Brainstorming
Field Trips
Buzz groups
Demonstration Trainee reading
Problem based
learning
Modified
Interactive
lecture
Trainee
practise
Role play
Simulation
Balint
Snowballing
Programmed
instruction
Microteaching
Triadic
Teaching
Task groups
Significant
Events
Videos, films,
poetry, art
Games/Quizes
Q&A/FAQs
actually
does
can show
how
knows how
knows something
• Use the right method for what you are trying
to achieve
• Use several methodologies in one session
(dynamism, interest, different learner styles)
ACTION PLAN
(if it arose
again, what
would you do
differently?)
CONCLUSION
(what else could
you have done?)
ANALYSIS
(can you
make sense
of the
experience
?)
DESCRIPTION
(what
happened?)
FEELINGS
(what were you
thinking and
feeling?)
EVALUATION
(what was
good and bad
about the
experience?)
• Back in groups
• Look at the difficult tutorial
• Use the presentation plan template to define
your method(s)
• Don’t forget to use the right method for what
you are trying to achieve. THIS IS THE KEY
• 10 mins, 5 min discussion
Recap – what we’ve done so far
1. Assessing
2. Formulating
setting)
3. Hence
4. Defining the
5. Defining the
(agenda
to deliver that content
Now we’re going to look at
• Providing
throughout the session
with your audience
the session
your session
Providing Structure
• Brainstorm
• Provides a framework from which you can hang
things off
• Provides a framework onto which the learner can
construct their own knowledge (constructivism)
• Shows you and the audience where you are and
where you are going next
• Makes the session easy to follow and understand
• Shows the audience how one thing links with
another
• So far, try and think what things I have used to
provide YOU structure in today’s session
• Brainstorm
1. Agenda setting – flip chart
2. Aims and Objectives - slide
3. Signposting – section slides, title slides, task
slides
4. Summarising – key point slides, recap slides
• And can you think of any ways to add more
structure to your tutorial?
Calgary-Cambridge Model of the Consultation
1. Initiating the session
2. Gathering Information
3. Providing Structure
4. Building the relationship
5. Explanation & Planning
6. Closure
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Brainstorm
Hook them
YOUR language, behaviour, attitude
Make it interactive (share thoughts, discuss)
Understand their perspectives, feelings
(acknowledge, accept, empathise, support,
sensitivity)
• Provide flexibility
• Inject humour
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Any tips?
Make it interactive; care with PowerPoint mania
Light hearted bits
Use your personal experience to illustrate
Use their personal experience - ?Gibb’s reflective
cycle
• CONTINUOUSLY read your audience
• Move around!
• Summarise what you’ve covered so far;
?summary slide
• Questions & Answers
• Revisit Aims & Objectives – covered?
• *Handout to consolidate the learning
• *Set future learning/guidance/references
* = optional; think purpose before doing
• What’s the point of evaluation?
• Who needs to do it: newbies vs trainers vs v.
well established trainers ????
• Evaluation to death
• Different ways of evaluating – formal vs
informal
• Reading the audience gives you some idea
• Weds tutorial evaluation: what way do u take
it?
FAQs
and common issues
• Tips anyone?
• Look confident even if you don’t feel it
• Don’t put yourself down or start with negative statements:
“sorry but I didn’t quite have time to prepare much stuff”
“it’s not my strong subject, but I’ll have a go”
• Fail to Prepare  Prepare to Fail
Piss Poor Preparation  Piss Poor Performance
• Stuck with a question?  reflect it back to the group
• Don’t know how to proceed?  reflect to the group
• What’s your role? Expert vs Facilitator?
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Remember, you have a life of your own
Plan – think what they want to know
Plan – think what you really want to get across
Plan - Build a mindmap; then cross off stuff
Review your material
Essential
vs
Desirable
(impt for the job) vs (nice to know)
• Set homework so you don’t have to cover the basics
• Do the planning in bite size chunks – feels less overwhelming
Beware of PowerPoint mania
• 4-8 lines per slide
• Font size ≥ 24 /readable colour
• Vary the PowerPoint effects but don’t add distractions
• Not too much writing: conciseness
• Signpost & Summary Slides
• Deliver it in chunks (weave into other methods)
First decide what are you trying to achieve by it?
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Don’t overload them
Explain why it is important (success rates)
Clear instructions, Keep It Simple
Outline any possible problems (eg video)
Don’t waste resources – use what they bring
First decide what are you trying to achieve by it?
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Remember, quite a lot of handouts don’t get read!
Don’t overload them
Explain why it is important (success rates)
KEEP IT SIMPLE (summarise big documents, sieve out the
crap, diagrams, flowcharts)
• Look at the handout
• Large Group Discussion
• Let’s see if we can learn from the feedback
(2004-2007); themes
• How can we do it better?
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Baggage section
Tailored to learner’s learning style
Dependent on learner’s knowledge and experience
Get the learner to do the groundwork
Use educational tools
• Giving the session context - link to experience
• Maintaining interest
Like any other skill, practise makes perfect
• Unconscious incompetence
• Conscious incompetence
• Conscious competence
• Unconscious competence
how was that?
Did we do what we set to achieve?