planning teaching sessions

PLANNING TEACHING SESSIONS

Shameena TamachiPAL Manchester

Learning Objectives

1. To review the strengths, challenges and common problems associated with clinical teaching

2. To gain an awareness of how doctors teach and how students learn

3. To understand the importance of planning

4. To learn techniques for creating effective teaching sessions

Reflecting on past experiences

1. Describe a teaching session which you found to be particularly effective.

2. Describe any problems you’ve had in a teaching session and why you found this session to be problematic.

3. What do you think makes for a well-planned teaching session?

How doctors teach

• Most are enthusiastic

• Few receive formal training

• Assumption that if person has in-depth knowledge of a particular subject, they will be able to teach it

• Effective clinical teachers use several, perhaps overlapping, teaching techniques

How students learn

• Several theories of learning are relevant

• Understanding the learning process will help clinical teachers to be more effective

Theories of learning

Behaviourism

• Learner is a “clean slate”

• Behaviour shaped through positive and negative reinforcement

• Traditional approach to medical education

• Works if automatic behaviours required, e.g. ATLS

• Pavlov (1903), Skinner (1953)

Cognitivism

• Metaphor of mind as a computer

• Mental processes, e.g. thinking, memory, problem-solving, need to be understood

• People are rational beings that require active participation in order to learn

• Miller (1956), Mayer (1998)

Constructivism

• Learning is an active process

• New information linked to past knowledge

• Teacher = facilitator

• Social interactions are important for learning

• Vygotsky (1962), Lave & Wenger (1991)

Humanism

• Learning = personal act to fulfil one’s potential

• Learning is student-centred and personalised

• Teacher = facilitator

• Social and cognitive needs are key

• Goal is a self-actualised learner in

a cooperative and supportive

environment

• Maslow (1943), Kolb (1983), Rogers (1994)

Kolb’s Experiential Learning Theory

• A cyclical process linking concrete experience, perception, cognition and behaviour

• Learning enhanced with sound, logical theory

• Learner benefits from practical applications of theory

• Learners learn better with “hands-on” experiences

• Learning enhanced when learner able to observe and collect wide range of information

PLAN

DO

OBSERVE

THINK

Experiential Learning Cycle (Kolb 1984)

Using Experiential Learning Theory – A Case Study

The situation: Six, third year medical students are required to learn physical examination of patients with musculoskeletal problems. This clinical teaching is taking place in the community, and three patients with signs of RA are recruited for the teaching session.

Using Experiential Learning Theory – A Case Study

How is the session executed?

1. Planning – brainstorming activates prior knowledge

2. Experience – students examine patients in pairs under supervision of tutor

3. Reflection – feedback and discussion provides opportunities to elaborate knowledge

4. Theory – didactic input from teacher links practice with theory

5. Planning – “what have I learned?” and “how will I approach a patient next time?”

The 5 Ps

Set

“Proper planning prevents poor performance.”

Environment

• Arrive early

• Set up room appropriately

• Check all equipment

• Bring back-up

• Check there are pens for whiteboard/flipchart

Set

• Setting of presentation is established in first 30 seconds

• If this is done effectively you will get people to tune in

• Key points to get across are usefulness, content, objectives and role of participants

Dialogue

• You may want to divide participants into pairs or small groups

• Ask open and closed questions

• Involve as many different participants as possible

• When wrapping up ask for any final questions

• Summarise at very end

What is the

appropriate level to

pitch the

presentation?

Resources

Don’t forget “LIGHT”…

“LIGHT” = 5 basic principles of creating teaching materials

• Links – obvious and direct to your talk

• Intelligible – easy to understand and to learn from

• General style – be consistent

• Highlighting – emphasise important points

• Targeting – find out which knowledge and skills your students already have

Are there any final questions?

Summary

• Understanding the learning process will help clinical teachers to be effective.

• Planning provides structure and context for both teacher and students, as well as a framework for reflection and evaluation.

• Following the 5 basic principles of creating teaching materials will help in avoiding common problems with presentations.

Thank you for your attention.