Download - Teaching learning method
Teaching learning methodsTeaching learning methods
Rakesh Biswas MD, Professor, Rakesh Biswas MD, Professor, Department of Medicine, People's College Department of Medicine, People's College of Medical Sciences, Bhopal, India, of Medical Sciences, Bhopal, India,
Medical education workshopMedical education workshop
People’s College of Medical SciencesPeople’s College of Medical Sciences
2121stst October 2008 October 2008
Problems in Medical Education:Problems in Medical Education:
Too much information, Too much information,
too little time, too little time,
too many students in crowded rooms, and too many students in crowded rooms, and
exams that discourage real learning.exams that discourage real learning.
Advan. Physiol. Edu.Advan. Physiol. Edu. 31: 283-287, 2007 31: 283-287, 2007
How we learn/learnt…How we learn/learnt…
When we were medical students…When we were medical students…
And now…are we still learning or just And now…are we still learning or just teaching?teaching?
Teaching learning theory in medical Teaching learning theory in medical education suggests that medical students education suggests that medical students and physicians will learn best when learningand physicians will learn best when learning
Is in the context of patient care, Is in the context of patient care, Answers their questions, Answers their questions, Is not directly applicable to their work, Is not directly applicable to their work, Does not take too much time.Does not take too much time.
“Half of what you are taught as medical students will in 10 years have been shown to be wrong.”And the trouble is none of your teachers know which half.”
So the most important thing to learn is “how to So the most important thing to learn is “how to learn on your own”.learn on your own”.
Dr. Sydney Burwell, Dean Harvard Medical School In: Evidence based medicine, Sackett et al, 2000: 31
Top down and bottom up Top down and bottom up
Approaches to teaching learning in Approaches to teaching learning in Medical educationMedical education
The old way of learning, was The old way of learning, was knowing what you should know. knowing what you should know.
BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
Now the way of learning is knowing Now the way of learning is knowing what you don't know, not feeling what you don't know, not feeling bad about it, and knowing how to bad about it, and knowing how to
find out. find out.
BMJ 2003;327:1430-1433 BMJ 2003;327:1430-1433
Uncertainty was discouraged and Uncertainty was discouraged and ignorance avoided. ignorance avoided.
Now, uncertainty is legitimized and Now, uncertainty is legitimized and questioning encouraged questioning encouraged
BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
Medical education was learning by Medical education was learning by humiliation, with naming, shaming, humiliation, with naming, shaming,
and blaming. Now, students are and blaming. Now, students are encouraged to question received encouraged to question received
wisdom. wisdom.
BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
Active learning means:Active learning means:
1) increasing study activity during exam 1) increasing study activity during exam timetime
2) learning as a self directed student 2) learning as a self directed student generated participatory activitygenerated participatory activity
3) Studying must know factual content 3) Studying must know factual content and topping examsand topping exams
4) Learning and accepting the content 4) Learning and accepting the content offered by teachersoffered by teachers
Teaching/learning methodsTeaching/learning methods
Mass instructionMass instruction(Conventional lectures and taught lessons; (Conventional lectures and taught lessons;
Film and video presentations; Film and video presentations;
Educational broadcasts; mass practical workEducational broadcasts; mass practical work
Individualized learningIndividualized learning(Directed study of texts, study of open-learning (Directed study of texts, study of open-learning materials; mediated self-instruction; PBLs.)materials; mediated self-instruction; PBLs.)
Group learningGroup learning(Class discussions; PBLs, seminars; group (Class discussions; PBLs, seminars; group tutorials; games and simulations; group projects; tutorials; games and simulations; group projects; etc.etc.
Traditional structured text book Traditional structured text book learninglearning
BackgroundBackground
……is a …disorder characterized by is a …disorder characterized by increased…increased…
PathophysiologyPathophysiology
……is an acquired abnormality that involves is an acquired abnormality that involves the…the…
HistoryHistory
The clinical manifestations of … are The clinical manifestations of … are
PEOPLE”S COLLEGE OF MEDICAL SCIENCESPEOPLE”S COLLEGE OF MEDICAL SCIENCESDEPARTMENT OF MEDICINEDEPARTMENT OF MEDICINE
SESSIONAL EXAMINATION SESSIONAL EXAMINATION
Time: 3 HoursTime: 3 HoursMax. Marks: 100Max. Marks: 100
Answer all questionsAnswer all questions Answer each section in a separate answer book.Answer each section in a separate answer book.
SECTION – ‘A’ SECTION – ‘A’
1) A 37-year-old lady, has come with 3 months history of 1) A 37-year-old lady, has come with 3 months history of generalized ill health and a dragging sensation in her left generalized ill health and a dragging sensation in her left hypochondria. On examination her spleen is massively hypochondria. On examination her spleen is massively
enlarged. enlarged.
a) What are the possible causes? a) What are the possible causes?
b) Describe investigations and treatment. b) Describe investigations and treatment. (4+3+3)(4+3+3)
Differentials:Differentials:
Myeloproliferative disordersMyeloproliferative disorders InfectionsInfectionsStorage disordersStorage disordersHemolytic anemiaHemolytic anemia
In Problem based learning the role of In Problem based learning the role of the teacher is: the teacher is:
That of an active enthusiast in student That of an active enthusiast in student learninglearning
Active instructor who explains all their Active instructor who explains all their student’s queriesstudent’s queries
That of a facilitator who talks only That of a facilitator who talks only minimallyminimally
Passive mentor who doesn’t take much Passive mentor who doesn’t take much interestinterest
Summary: Summary:
Learning points-Learning points-
Create your own methodCreate your own method
Summary: Summary:
Medical education can be patient Medical education can be patient centeredcentered
Ample content in our day to day Ample content in our day to day practicepractice
Formative Assessment needs to be Formative Assessment needs to be stressedstressed
To teach individual self-directed To teach individual self-directed learning competencies, the learning competencies, the following are important: following are important:
(1) Situate learners to experience "real" problems; (1) Situate learners to experience "real" problems;
(2) encourage learners to reflect on their own (2) encourage learners to reflect on their own performance; performance;
(3) Create an educational atmosphere in clinical training (3) Create an educational atmosphere in clinical training situations.situations.
(4) Encourage learners to memorize factual content that (4) Encourage learners to memorize factual content that is not contextual.is not contextual.
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Please let me know your thoughts: Please let me know your thoughts:
1)1) Your idea of an ideal teaching learning Your idea of an ideal teaching learning methodmethod
2)2) What were the positive and negative What were the positive and negative aspects of this presentation?aspects of this presentation?
3)3) Would you go about implementing Would you go about implementing patient centered learning in your patient centered learning in your curriculum and how?curriculum and how?