preparing an effective large group teaching session harvey j. hamrick, md edmund a. liles md the...
Post on 21-Dec-2015
217 views
TRANSCRIPT
Preparing An Effective Large Group Preparing An Effective Large Group Teaching SessionTeaching Session
Harvey J. Hamrick, MDHarvey J. Hamrick, MDEdmund A. Liles MDEdmund A. Liles MDThe Teaching CenterThe Teaching Center
UNC Department of PediatricsUNC Department of Pediatrics
The Teaching CenterThe Teaching Center
Preparing an Effective Large Group Teaching Session
• Frequent request of teaching faculty• Effective presentations reflect our teaching
expertise• Purpose of this talk is to suggest an approach
to this task
The Teaching Center
Large Group Sessions
• Pros» Accepted format of teaching» Broad topic material can be effectively
presented» Much flexibility in presentation methods
and styles» Evaluation instruments can be specific
The Teaching Center
Large Group Sessions
• Cons» Learner interaction/involvement may be
limited» Differences in learner capability may be
difficult to address» Measuring lasting effect on learner
behavior is a challenge
The Teaching Center
Initial Planning Steps The Teaching Center
Initial Planning Steps
1. Characterize the audience/learners
• Be clear on expectations for the session• Determine differences in audience level of
comprehension and background
The Teaching Center
Initial Planning Steps
2. Establish the educational purpose• Develop an overall Educational Goal (EG)• Define specific Learning Objectives (LOs)
to achieve the EG
The Teaching Center
Initial Planning Steps
3. Select the most appropriate presentation methods:» Standard lecture with minimal
slides/visuals» PowerPoint (PP) lecture with majority of
presentation on slides» Directed discussion with much learner
interaction» Workshop format with learner
participation via focused discussions, written exercises, role plays, etc.
The Teaching Center
Initial Planning Steps
4. Develop an effective evaluation instrument• Written survey involving attitudinal and
knowledge items• Delayed survey addressing actual
changes prompted by the session
The Teaching Center
Initial Planning Steps
5. Clarify the specifics of venue, timeframe, CME requirements
• Determine venue capabilities in terms of access, AV resources, audience size, seating arrangements, etc.
• Define the timeframe for start/stop of the session
• Review CME guidelines and presenter’s role in meeting them
The Teaching Center
Initial Planning Steps
• Review of Key Points
» Characterize the audience/learners» Establish the educational purpose» Select the most appropriate presentation
methods» Develop an effective evaluation instrument» Clarify the specifics of venue, timeframe,
CME requirements
The Teaching Center
Presentation Development The Teaching Center
Presentation Development
1. Build the presentation on basic principles of good teaching
• Insure that important learning points and concepts are presented clearly and reinforced several times
• Select and organize the major LOs to stimulate critical thinking and participation by the learners
• Insure that the material is supported by pertinent scholarly work (i.e. original research of presenter; literature review; etc.)
• Facilitate a smooth transition between the major segments which includes review and preview
The Teaching Center
Presentation Development
2. Plan an effective opening/introduction
» Acknowledge sponsorship and context of the session
» Establish credibility and identification with the audience
» Utilize effective introductory material (i.e. case presentations; data profiles; narrative vignettes; etc.) to highlight the importance and relevance of the topic to the audience
The Teaching Center
Presentation Development
3. Prepare a Draft Outline of the session• Determine three key learning concepts• Insure that each concept reflects one of
the LOs • Organize the information/content
supporting each concept in a logical sequence
The Teaching Center
Presentation Development
4. Adapt the selected teaching methods to the Draft Outline
• Control PP• Limit bullet points per slide to about
7• No more than 2 brief paragraphs
per slide• Limit scientific and data slides to
bare essentials necessary to support the main learning points
• Balance number and type of slides with the type of material and strengths of the presenter
• Consider teaching methods that involve audience interaction with the topic material
The Teaching Center
Presentation Development
5. Plan a specific summary and conclusion• Insure that the key learning points are
reviewed• Define avenues by which the audience can
further pursue the learning objectives after the session
• Provide an outline of the presentation with references and specific information on related learning resources
• Build in time for audience questions, comments and discussion. For a fifty minute session, ten minutes should be reserved for questions
• Remind audience of evaluation instruments and CME requirements
The Teaching Center
Presentation Development
• Review of Key Points » Build on basic principles of good teaching» Plan an effective opening» Prepare a Draft Outline» Adapt teaching strategies to the Draft
Outline» Plan a specific summary/conclusion
The Teaching Center
Final Preparation Phase The Teaching Center
Final Preparation Phase
1. Use the Draft Outline to develop the actual script for the presentation.» Prepare and insert all PP slides into the
narrative script» Build in “Attention” refreshers at 15-minute
intervals• Transition slides to review key points• Brief case examples to illustrate key
points• Problem solving exercise for the
audience• Presenter techniques (i.e. movement,
pauses, direct question to the audience) to regain attention
The Teaching Center
Final Preparation Phase
2. Rehearse and revise the script/slides as necessary» Seek feedback from colleagues» Insure that final version complements
strengths of the presenter
The Teaching Center
Final Preparation Phase
• Review of Key Points
» Develop script/slides» Rehearse
The Teaching Center
Example
You have been studying patient safety in your hospital and have been asked to give a talk on some of your observations and conclusions. The title is “Systems Issues in Patient Safety”.
The Teaching Center
Example
• Characterize the audience/learners:
» Audience is midlevel hospital administrators and physician directors of medical and surgical units
The Teaching Center
Example
• Establish the educational purpose
» Overall EG: • “Understand the relationship between
hospital systems issues and patient safety”
» Supporting LOs:• Describe system issues which impact
patient safety• Document the mechanisms whereby
systems issues affect patient safety• Develop CQI strategies within specific
hospital systems which will improve patient safety in a sustained and cost effective manner
The Teaching Center
Example
• Select presentation methods
» PP lecture with most of material on slide» Questionnaire at beginning to assess level
of comprehension of topic» Written exercise at end to have audience
list examples of systems/safety interface in their clinical units
The Teaching Center
Example
• Develop an effective evaluation instrument
» Design a shot attitudinal and knowledge based questionnaire based on the content presented
» Send a delayed questionnaire to gauge subsequent activity by the audience
The Teaching Center
Example
• Clarify the specifics of venue, timeframe, and CME requirements» Venue is standard classroom with fixed
student desks for 60 learners; full PP capability
» Timeframe is 60 minutes (12:00 noon – 1:00 p.m.)
» CME requires LOs and supporting citations
The Teaching Center
Example
• Plan the opening/introduction
» Establish your expertise/knowledge base» Present statistical slides of unsafe hospital
practices
The Teaching Center
Example
• Prepare Draft Outline» Determine three key concepts
• Describe system issues which impact patient safety
• Document common failures whereby systems issues affect patient safety
• Describe specific CQI strategies which can improve patient safety in a sustained and cost effective manner
» Organize the content supporting each concept
The Teaching Center
Example
• Adapt the teaching methods to the Draft Outline
• Plan a specific summary/conclusion• Use the Draft Outline to develop the script• Rehearse/revise
The Teaching Center