Facilitating Learning – Part II Facilitating Learning – Part II

• By : Dr Malik ZabenBy : Dr Malik Zaben

MD, PhD, MRCSMD, PhD, MRCS

Learning in small groupsLearning in small groups

DefinitionDefinition

Learners work together in a group, Learners work together in a group, interacting with each others to achieve interacting with each others to achieve common learning goalscommon learning goals

Role of small group teachingRole of small group teaching

•Development of social and interpersonal Development of social and interpersonal skills and communication skillsskills and communication skills

•The ability of student to work as a member The ability of student to work as a member of a teamof a team

•Engagement on problems solvingEngagement on problems solving

• Innovative thinkingInnovative thinking

•Deep learning Deep learning

Advantages Advantages

•Embraces the FAIR principlesEmbraces the FAIR principles

•Engaging and motivating Engaging and motivating

•Learning from others Learning from others

Problems with small Grp learningProblems with small Grp learning

•Experience the facilitator roleExperience the facilitator role

•Difficult to manage Difficult to manage

•The need for roomsThe need for rooms

•Time requiring Time requiring

Techniques usedTechniques used

•BrainstormingBrainstorming•SnowballingSnowballing•role-playingrole-playing• Journal clubJournal club•Tutorial/seminarTutorial/seminar•Problem-based learningProblem-based learning•Clinical teaching Clinical teaching

The role of the teacherThe role of the teacher

•Chair personChair person

•ConsultantConsultant

•ObserverObserver

•Devil’s advocateDevil’s advocate

•counselorcounselor

Implementing small group Implementing small group workwork

Before small group activityBefore small group activity•Decide your approachDecide your approach

•Determine the number of students and the Determine the number of students and the compositioncomposition

•Arrange the venue for the group teachingArrange the venue for the group teaching

•Create the right learning environmentCreate the right learning environment

•Specify the learning outcomesSpecify the learning outcomes

•Plan the necessary resourcesPlan the necessary resources

•Brief the students in advanceBrief the students in advance

During a small group activityDuring a small group activity•Members should introduce themselvesMembers should introduce themselves

•Review the learning outcomesReview the learning outcomes

•Create a positive atmosphereCreate a positive atmosphere

•Focus the group on the taskFocus the group on the task

•Avoid being the centre or the focusAvoid being the centre or the focus

•Keep the discussion at the appropriate levelKeep the discussion at the appropriate level

•Tackle the problems in the group Tackle the problems in the group

•Summarize towards the endSummarize towards the end

After the small group activityAfter the small group activity

•Support any follow up actionsSupport any follow up actions

•Plan any further sessions if not neededPlan any further sessions if not needed

•Complete attendance/ evaluation sheetsComplete attendance/ evaluation sheets

•Students feedback Students feedback

Take home messageTake home message

•The advantages of small group teaching The advantages of small group teaching outweigh the problems that can ariseoutweigh the problems that can arise

•Conducted appropriately, small group Conducted appropriately, small group sessions can be successful.sessions can be successful.

•The teacher role is a facilitator The teacher role is a facilitator

Teaching in the clinical Teaching in the clinical contextcontext

DefinitionDefinition

Teaching that focuses on real patient in a Teaching that focuses on real patient in a clinical settingclinical setting

Changing the perception of Changing the perception of clinical teachingclinical teaching

•The way it is delivered is ignoredThe way it is delivered is ignored

•Students are attached to experts but:Students are attached to experts but:

1.1.Lack of scientific education underpinningLack of scientific education underpinning

2.2.Variable levels of training based on the Variable levels of training based on the trainer capacities trainer capacities

Key playersKey players•StudentStudent

•TeacherTeacher

•patientpatient

Key players- studentsKey players- students

•Role depends on students seniorityRole depends on students seniority

•Numbers 6-10 on a teaching ward roundNumbers 6-10 on a teaching ward round

•Learning through work alongside Learning through work alongside experienced workersexperienced workers

Key players- teacherKey players- teacher

Key players- patientsKey players- patients

•Presenting problemsPresenting problems

•AvailabilityAvailability

•Willingness to cooperateWillingness to cooperate

•Patient consent Patient consent

Planning and implementing Planning and implementing •Define learning outcomesDefine learning outcomes

•Students should be asked to ask qs:Students should be asked to ask qs:

1.1.Arousing students interestArousing students interest

2.2.Testing the learners knowledge in the subjectTesting the learners knowledge in the subject

3.3.Promoting understanding and encourage Promoting understanding and encourage student reflect on the topicstudent reflect on the topic

4.4.Relate theory to practiceRelate theory to practice

5.5.Comparisons and viewpointsComparisons and viewpoints

6.6.Consolidating through summarizing Consolidating through summarizing

Take home message Take home message

•Lack of planning and feedback, coupled Lack of planning and feedback, coupled with poor supervision often blighted clinical with poor supervision often blighted clinical teaching.teaching.

•The student, teacher and patient all have The student, teacher and patient all have their own roles to play their own roles to play

Essential Skills for a Medical Teacher by R.M. Harden, 2012

E-learningE-learning

What is e-learningWhat is e-learning

Learning in which instructions are delivered Learning in which instructions are delivered through a wide range of electronic means through a wide range of electronic means including computer and internet enabled including computer and internet enabled learning learning

Examples of e-learningExamples of e-learning

•Learning modules available online Learning modules available online

•Online resourcesOnline resources

•Web-based synchronous presentationWeb-based synchronous presentation

•Asynchronous forumsAsynchronous forums

•……

Why e-learningWhy e-learning

•Student centeredStudent centered

• Increased accessIncreased access

•Continuing educationContinuing education

•……..

E-learning educational E-learning educational features features

ConvenienceRelevanceIndividualizationSelf-assessmentInterestSystematic

Take home messageTake home message

•The internet and resources available online The internet and resources available online have revolutionized medical educationhave revolutionized medical education

•They can make a significant contribution to They can make a significant contribution to your education program your education program

Essential Skills for a Medical Teacher by R.M. Harden, 2012