Transcript Teaching & Education a beginner’s guide Dr. Ramesh Mehay Programme Director Bradford VTS.

Teaching & Education
a beginner’s guide
Dr. Ramesh Mehay
Programme Director Bradford VTS
Today’s A&Os
Aims
 To introduce you to educational theory to help you in your
teaching with registrars and medical students
 To keep this pretty light hearted without you falling asleep
Objectives
 At the end of today’s session
 You’ll understand the four ACME steps to delivering effective
teaching sessions
 You’ll be able to distinguish between an aim and an objective
 Hopefully, some practice….
A.C.M.E.
IMPORTANT SLIDE
4 important aspects of any educational session:
 Aims & Objectives
 Content
 Methodology
 Evaluation
Aims & Objectives I




How can you do something or AIM for something if you don’t
know what that AIM is?
Analogy: buying a house
Ignoring A&Os  everything goes wrong (unstructured,
chaos)
A&Os are foundation building blocks
Aims & Objectives II
Aims & Objectives = purpose = what are you/we trying to do/achieve?

Aims – a broad statement of intent
eg at the end of this session, you’ll be more knowledgeable about
educational theory bits that will help you in practice

Objective – a specific statement of intent
eg at the end of this session, you’ll be able to define an aim and an
objective
SPEND TIME REALLY TEASING OUT THE AIMS AND OBJECTIVES
Aims & Objectives III
Aims and Objectives usually fall into 3 domains



knowledge
skills/competencies
attitudes
Content I







Easy to figure out content if u have defined the A&Os
Remember to deliver on the learner’s agenda which may
be totally different than yours
Sometimes, your agenda might be important too and thus
 negotiation
Possible content: K.S.A.
Deep Learning vs Superficial Learning
How to teach at several levels in one session eg “GPR
who says I don’t know anything about blah blah blah”
Consolidate heavy content stuff with handouts
Content II
Linking knowledge to skills
Miller’s pyramid
Does
Shows how
Knows how
Knows
Methodology I
Perceptions
 What do you see?
Methodology II







There are a variety of ways of delivering something
Some more effective than others
Use a mixture of ways even in one session (esp with groups
of learners)  learning styles
Skills can never be acquired simply through talking; practice
is best, demonstration/role play alternatives
Always try to get participants involved – interactiveness; by
being awake, they learn
Don’t bombard with too much information
Remember, average attention span is 20 minutes  breaks
Methodology III
We remember:
 10% of what we read
 20% of what we hear
 30% of what we see
 50% of what we see and hear
 80% of what we say
 90% of what we say and do (Rigg)
Methodology IV
Putting it all together
 I hear and I forget
 I see and I remember
 I do and I understand
Confuscius c 450 BC
Methodology V
Methods of Instruction










the lecture
the modified lecture
the demonstration
registrar practice
registrar reading
group discussion
conferences
seminars
workshops, clinics
the fishbowl








role-play
simulation
games
videos/films
brainstorming
programmed instruction
field trips
question and answer
Methodology VI
Knowledge





Lectures
Tutorials
Books
Journals
Electronic information sources
Methodology VII
Skills






Clinical
Practical
Consultation
Communication
Problem solving
Research and audit (evaluating and doing)
How do we
acquire skills and
develop attitudes and
values?
Methodology VIII
Some learning tools (incl. for attitudes)





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)
Methodology IX
Experiential learning (Kolb)
Kolb (1984) describes an experiential learning cycle:
 concrete experience
 observations and reflection
 formation of abstract concepts and generalizations
 testing implications of concepts in new situations.
So whilst learning from concrete experience forms part of the
theory of experiential learning, a process reflection is also
central.
Methodology X
Reflective practitioner
Schön (1983) developed the concept of the ‘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.
Coles (1994) concludes that:
‘Professional education should provide people with the
opportunity to reflect on their practice and to identify the
theories embedded in their routine work.’
Methodology XI
Constructivism (3 Cs)
Three C’s

Construction- Knowledge builds on what is already known.

Context is important when learning and also when applying
learning in practice

Collaboration – knowledge is socially negotiated, i.e varies
in different contexts / cultures, collaboration helps to explore
different perspectives.
Evaluation I
FEEDBACK gives you an EVALUATION of
 Information about performance or behaviour which leads to
action to affirm or develop performance or behaviour
ie
 to affirm what you do well
 to help you develop in areas you do less well
Evaluation II
Useful feedback






is well timed (enough time, full attention, calm, prepared)
involves mutual goodwill
is balanced
is specific
is descriptive
can lead to change (if change required))
Evaluation III
Receiving feedback







may need to ask
listen carefully
ask for clarification, examples, alternatives
give it time to sink in
think about your relationship with giver
don’t let small criticisms devastate
don’t be defensive
Closure






Remember ACME
What are you trying to do? Ask the learner… Negotiate
Think about the content in light of the A&Os – be careful re:
overloading with info
Think about your methodology – add dynamism, enthusiasm,
interactiveness
If you have tried something before, try it; play with it; don’t be
scared
Get the learners to help you be even better – evaluate!
And the last slide……. (yippy  )
Adult learning
 learning
what’s important to you
 applicable in the real world (context)
 learner, not teacher, is responsible
 learning is self directed
 learning is continuous, must adapt to new
situations

compare to pedagogic (childhood) learning