teaching & education a beginners guide dr. ramesh mehay programme director bradford vts
TRANSCRIPT
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Teaching & Education a beginner’s guide
Dr. Ramesh MehayProgramme Director Bradford VTS
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Today’s A&OsAims To introduce you to educational theory to help you in your
teaching with registrars and medical students To keep this pretty light hearted without you falling asleep
Objectives At the end of today’s session You’ll understand the four ACME steps to delivering effective
teaching sessions You’ll be able to distinguish between an aim and an objective Hopefully, some practice….
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A.C.M.E.
IMPORTANT SLIDE
4 important aspects of any educational session: Aims & Objectives Content Methodology Evaluation
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Aims & Objectives I How can you do something or AIM for something if you don’t
know what that AIM is? Analogy: buying a house Ignoring A&Os everything goes wrong (unstructured,
chaos) A&Os are foundation building blocks
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Aims & Objectives IIAims & Objectives = purpose = what are you/we trying to do/achieve?
Aims – a broad statement of intent
eg at the end of this session, you’ll be more knowledgeable about educational theory bits that will help you in practice
Objective – a specific statement of intent
eg at the end of this session, you’ll be able to define an aim and an objective
SPEND TIME REALLY TEASING OUT THE AIMS AND OBJECTIVES
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Aims & Objectives IIIAims and Objectives usually fall into 3 domains
knowledge skills/competencies attitudes
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Content I Easy to figure out content if u have defined the A&Os Remember to deliver on the learner’s agenda which may
be totally different than yours Sometimes, your agenda might be important too and thus
negotiation Possible content: K.S.A. Deep Learning vs Superficial Learning How to teach at several levels in one session eg “GPR
who says I don’t know anything about blah blah blah” Consolidate heavy content stuff with handouts
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Content IILinking knowledge to skills
Miller’s pyramid
Does
Shows how
Knows how
Knows
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Methodology I
Perceptions What do you see?
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Methodology II There are a variety of ways of delivering something Some more effective than others Use a mixture of ways even in one session (esp with groups
of learners) learning styles Skills can never be acquired simply through talking; practice
is best, demonstration/role play alternatives Always try to get participants involved – interactiveness; by
being awake, they learn Don’t bombard with too much information Remember, average attention span is 20 minutes breaks
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Methodology III
We remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say 90% of what we say and do (Rigg)
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Methodology IV
Putting it all together I hear and I forget I see and I remember I do and I understand
Confuscius c 450 BC
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Methodology VMethods of Instruction the lecture the modified lecture the demonstration registrar practice registrar reading group discussion conferences seminars workshops, clinics the fishbowl
role-play simulation games videos/films brainstorming programmed instruction field trips question and answer
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Methodology VIKnowledge Lectures Tutorials Books Journals Electronic information sources
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Methodology VIISkills Clinical Practical Consultation Communication Problem solving Research and audit (evaluating and doing)
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How do we acquire skills and
develop attitudes and values?
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Methodology VIIISome learning tools (incl. for attitudes)
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)
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Methodology IXExperiential learning (Kolb)
Kolb (1984) describes an experiential learning cycle: concrete experience observations and reflection formation of abstract concepts and generalizations testing implications of concepts in new situations.
So whilst learning from concrete experience forms part of the theory of experiential learning, a process reflection is also central.
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Methodology XReflective practitioner
Schön (1983) developed the concept of the ‘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.
Coles (1994) concludes that: ‘Professional education should provide people with the
opportunity to reflect on their practice and to identify the theories embedded in their routine work.’
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Methodology XIConstructivism (3 Cs)
Three C’s
Construction- Knowledge builds on what is already known.
Context is important when learning and also when applying learning in practice
Collaboration – knowledge is socially negotiated, i.e varies in different contexts / cultures, collaboration helps to explore different perspectives.
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Evaluation IFEEDBACK gives you an EVALUATION of Information about performance or behaviour which leads to
action to affirm or develop performance or behaviouri e to affirm what you do well to help you develop in areas you do less well
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Evaluation IIUseful feedback
is well timed (enough time, full attention, calm, prepared) involves mutual goodwill is balanced is specific is descriptive can lead to change (if change required))
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Evaluation IIIReceiving feedback
may need to ask listen carefully ask for clarification, examples, alternatives give it time to sink in think about your relationship with giver don’t let small criticisms devastate don’t be defensive
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Closure Remember ACME What are you trying to do? Ask the learner… Negotiate Think about the content in light of the A&Os – be careful re:
overloading with info Think about your methodology – add dynamism, enthusiasm,
interactiveness If you have tried something before, try it; play with it; don’t be
scared Get the learners to help you be even better – evaluate!
And the last slide……. (yippy )
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Adult learning learning what’s important to you applicable in the real world (context) learner, not teacher, is responsible learning is self directed learning is continuous, must adapt to new
situations
compare to pedagogic (childhood) learning