how can we teach effectively? ramesh mehay course organiser, bradford vts

How can we teach effectively?

Ramesh Mehay

Course Organiser, Bradford VTS

Aims

identify learning objectivesintroduce some educational theoryIncrease your repertoire of

teaching skills

The Educational Cycle

Assess Needs

Design Assessment Set Objectives

Decide Methods

Part One – Defining the A&Os

What do they need to know?

What are the aims and objectives of the session?

Identify what they want to learn

FIRST OF ALL, DEFINE WHAT THEY NEED TO KNOWTHAT WILL HELP YOU DEFINE THE AIMS &

OBJECTIVES Ask them Check lists (eg from the medical school) 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)

Aims & Objectives

Important for any session you do Good starting point – focus

Aims are general

“better insight into management of COPD”

Objectives are specific

“understand the different therapies and their step line use” (GOLD)

Part Two – Domains of Learning

What are we trying to teach?

What are we trying to teach?

K.S.A.

knowledgeskills/competenciesattitudes

Knowledge 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; ethnic/cultural

Part Three – Educational Theory

What principles and philosophies in education might help with our teaching?

JoHari’s Window

JoHari Again

Linking knowledge to skills - Miller’s pyramid

Does

Shows how

Knows how

Knows

Experiential learning (Kolb)

concrete experienceobservation, reflectionformation of abstract concepts and

generalisationstesting implications of concepts in

new situations

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 (Schön,1983)

Professional education should provide people with the opportunity to reflect on their practice and to identify the theories embedded in their routine work (Coles, 1994)

Constructivism (3 Cs)

Construction - knowledge builds on what is already known

Context - is important in learning and in applying it

Collaboration - important in exploring different perspectives because knowledge varies in different contexts and cultures

Adult learning = androgogy

learning what’s important to youapplicable in the real world (context)learner, not teacher, is responsiblelearning is self directedlearning is continuous, must adapt to

new situations

Feedback - definition

Information about performance or behaviour which leads to action to affirm or develop performance or behaviour, i e

to affirm what you do wellto help you develop in areas you do less

well

Part Four – teaching methods

How else can we do it?

Acquiring knowledge

LecturesTutorialsBooks Journals Electronic information sources

Other Methods

Lecture Debate Buzz groups Mini-lecture

Brainstorming Action learning Project based learning

Case discussion

Critical incident Role play Triadic teaching PBL

Video teaching Task groups Balint group microteaching

Difficult Cases THE REFLECTIVE CYCLE (Gibbs 1988)

…………a very useful tool for teaching.

Gibbs (1988)

Description What happened?

Feelings What were you thinking and

feeling?

Action plan If it arose again what

would you do?

Evaluation What was good and bad about the experience?

Analysis What sense can you make of

the situation?

Conclusion What else could you

have done?

GROUP WORK

What Makes a Good Teaching Session? (LAST SLIDE)

Tailored to learner’s learning style Dependent on learner’s knowledge and experience Get the learner to do the groundwork Use educational tools

VideosBooks and bookletsPapers and articleselectronic sources (software, internet)

Giving the tutorial direction - link to experience Maintaining interest Interact

Open-ended questionsGive timeVary content

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