©2004 community faculty development center teaching styles as teaching methods
TRANSCRIPT
©2004 Community Faculty Development Center
Teaching Styles As Teaching Teaching Styles As Teaching MethodsMethods
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MMethodsethods
EEKSA: Knowledge, Skills, and Attitudes
Teaching StylesTeaching Styles.…Is it just a matter of style?….…Is it just a matter of style?…
©2004 Community Faculty Development Center
A. Keep Students InterestedA. Keep Students Interested
- - Excited teacher with loud voice and lots of Excited teacher with loud voice and lots of energyenergy
- - HumorHumor
- - Change activities frequentlyChange activities frequently
B. Respect LearnersB. Respect Learners
C. Objective DrivenC. Objective Driven
Types of Teaching StylesTypes of Teaching Styles
©2004 Community Faculty Development Center
A. Keep Students InterestedA. Keep Students Interested
B. Respect LearnersB. Respect Learners
- Supportive- Supportive
- Encourages- Encourages
C. Objective DrivenC. Objective Driven
Types of Teaching StylesTypes of Teaching Styles
©2004 Community Faculty Development Center
A. Keep Students InterestedA. Keep Students Interested
B. Respect LearnersB. Respect Learners
C. Objective DrivenC. Objective Driven
- Verbal teaching styles- Verbal teaching styles
- Bibliotherapy: Use of written handouts and articles- Bibliotherapy: Use of written handouts and articles
KKnowledgenowledge
SSkillskills
AAttitudesttitudes
Types of Teaching StylesTypes of Teaching Styles
©2004 Community Faculty Development Center
By the end of the large and small group sessions, participants By the end of the large and small group sessions, participants will be able to:will be able to:
1. List and describe 4 verbal teaching styles.1. List and describe 4 verbal teaching styles.
2. Explain the advantages and disadvantages of each 2. Explain the advantages and disadvantages of each style with respect to different teaching objectives.style with respect to different teaching objectives.
3. Practice using teaching styles that, for them, are non-3. Practice using teaching styles that, for them, are non-preferred (non-dominant).preferred (non-dominant).
4. Use teaching styles to teach strategies which enhance 4. Use teaching styles to teach strategies which enhance clinical problem solving.clinical problem solving.
ObjectivesObjectives
©2004 Community Faculty Development Center
Assertive Suggestive Collaborative FacilitativeAssertive Suggestive Collaborative Facilitative
Teacher’s experience Teacher’s experience Learner’s experienceLearner’s experience
Teaching StylesTeaching Styles
©2004 Community Faculty Development Center
Assertive teaching styleAssertive teaching style
Assertive Style: Lectures. Gives information.
Examples Staph is the most common cause of osteo. Here’s how you treat osteomyelitis.
Who’s working: Teacher is providing information. Flow of information is one way!
Deals with: (or useful for developing):
Factual knowledge, or specific skills. Sometimes you need to give the learner some
information.
Questions to ask: Name 3 mechanisms by which you could get osteomyelitis.
Teacher’s experience Teacher’s experience Learner’s experience Learner’s experience
AssertiveAssertive Suggestive Collaborative FacilitativeSuggestive Collaborative Facilitative
©2004 Community Faculty Development Center
Facilitative teaching styleFacilitative teaching style
Facilitative Style: Asks open, reflective, or emotive questions.
Examples How do you feel about putting a needle in someone’s bone?
How do you feel about caring for a non-compliant patient with osteomyelitis?
Is it hard for you to ask about drug use?
Who’s working: Teacher facilitates, HOWEVER: Only the learner knows the answer..
Deals with:
(or useful for developing): Emotions or attitudes.
Teacher’s experience Learner’s experience
Assertive SuggestiveAssertive Suggestive Collaborative Collaborative FacilitativeFacilitative
©2004 Community Faculty Development Center
Teacher’s experience Learner’s experience
Assertive Assertive SuggestiveSuggestive Collaborative FacilitativeCollaborative Facilitative
Suggestive teaching styleSuggestive teaching style
Suggestive Style: Asks leading questions..
Examples 1. What germs cause osteomyelitis? 2. Which antibiotics kill those germs? 3. How well do those ABT’s penetrate bone? 4. What are the side effects of the antibiotics?
Who’s working: Teacher is organizing it for the student. Teacher is leading the student down a path.*
Deals with: (or useful for developing):
Opinion or uncertainty. Helps with clinical thinking.
When we ask… …We are using the
suggestive style.
Compare and contrast osteo and SA When would you order a bone scan vs. a
plain film in a patient with suspected osteomeylitis?
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
1.1. Built in Needs AssessmentBuilt in Needs Assessment
2.2. Activating Prior KnowledgeActivating Prior Knowledge
3.3. Demonstrating the problem solving stepsDemonstrating the problem solving steps
4.4. Keeps learner awakeKeeps learner awake
Benefits of Suggestive QuestionsBenefits of Suggestive Questions
Teacher’s experience Teacher’s experience Learner’s experience Learner’s experience
AssertiveAssertive Suggestive Suggestive CollaborativeCollaborative FacilitativeFacilitative
Collaborative Style: Asks open, exploratory questions.
Example: What ABT’s would you use to treat osteo?
Who’s working:
Student is organizing it. Focus of control is more with the student
than the teacher.
Deals with: (or useful for developing):
Opinion or uncertainty. Helps with clinical thinking..
Questions to ask: What’s your assessment and plan?
Collaborative teaching styleCollaborative teaching style
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
Name some mechanisms by which you get osteo? [Suggestive/Activating Prior Knowledge]Why did this patient get osteo? [Collaborative]Now why do you think he got osteo? Where do kids usually get osteo? Why? [Suggestive]
AssertiveDid you see how I thought that thru? [Explicit]
Utilizing Suggestive & Utilizing Suggestive & CollaborativeCollaborative
1 Joint effort between the teacher and learner.Joint effort between the teacher and learner.
2 Built in Needs AssessmentBuilt in Needs Assessment
3 Deals with thinking skills.Deals with thinking skills.
Similarities between Similarities between Suggestive and Collaborative StylesSuggestive and Collaborative Styles
©2004 Community Faculty Development Center
Student working harder
Students structuring responses
Teacher’s experience Learner’s experience
Suggestive Collaborative
Teacher working harder
Teacher structuring responses
Contrasts between Contrasts between Suggestive and Collaborative StylesSuggestive and Collaborative Styles
©2004 Community Faculty Development Center
““Verbal Teaching Styles” are Verbal Teaching Styles” are value-neutral.value-neutral.
No one style is unqualifiedly better or worse than No one style is unqualifiedly better or worse than another.another.
Each “Teaching Style” has its own advantages Each “Teaching Style” has its own advantages and usefulness.and usefulness.
The Key is flexibility.The Key is flexibility.
Summary of Teaching StylesSummary of Teaching Styles
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
Teaching Styles & Problem Teaching Styles & Problem SolvingSolving
Upper Respiratory TractUpper Respiratory Tract
URIURI
AllergyAllergy
SinusSinus
Lower Respiratory TractLower Respiratory Tract
AsthmaAsthma
PneumoniaPneumonia
Teaching Styles & Problem Teaching Styles & Problem SolvingSolving
©2004 Community Faculty Development Center
Hematuria
Kidney Ureter Bladder Urethra
Urethritis
Foreign body
Infection
Rheumatologic
15 year old with hematuria15 year old with hematuria
©2004 Community Faculty Development Center
©2004 Community Faculty Development Center
The first ball game!
Problem SolvingProblem Solving
©2004 Community Faculty Development Center
1st year resident in private office in February1st year resident in private office in February
Nice with patientsNice with patients
Good interviewing and Physical Exam SkillsGood interviewing and Physical Exam Skills
Presenting patient with meningomyelocoele Presenting patient with meningomyelocoele here for routine care. here for routine care.
Video DemonstrationVideo Demonstration
©2004 Community Faculty Development Center
• What teaching styles were used to obtain the needs assessment?
• What are the resident’s needs?
• What teaching styles (methods) were used to address the needs?
• How effective were those teaching styles in addressing the learner’s needs?
• Would other styles have been more effective?
Video Demonstration Video Demonstration (cont)(cont)