Teaching Medical Students in the Teaching Medical Students in the Community Practice Setting: Community Practice Setting:

Applying Teaching and Learning StylesApplying Teaching and Learning Styles An orientation module developed by theAn orientation module developed by the

Office of Regional Medical EducationOffice of Regional Medical EducationThe University of Texas Medical BranchThe University of Texas Medical Branch

School of MedicineSchool of Medicine

The University of Texas Medical Branch at Galveston (UTMB) is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education to physicians.

The University of Texas Medical Branch at Galveston designates this educational activity for a maximum of two (2) AMA PRA Category 1 CreditsTM. Physicians should only claim credit commensurate with extent of their participation in the activity.

Estimated Study Time: 2 hours Medium Used: CD and web-based access

Click on this button to advance to the

next slide

Version 1.0

Original Release Date November 1, 2007 Expiration Date July 1, 2010

Teaching and Learning StylesTeaching and Learning StylesGoalsGoals

Identify teaching and learning styles and methods as appropriate to medical student education.

Apply effective teaching methods in the community practice setting.

SpeakerSpeaker

In accordance with the Accreditation Council for Continuing Medical Education In accordance with the Accreditation Council for Continuing Medical Education (ACCME) standards and the policy of the University of Texas Medical Branch at (ACCME) standards and the policy of the University of Texas Medical Branch at Galveston, presenters are asked to indicate if they have any relationship which, in the Galveston, presenters are asked to indicate if they have any relationship which, in the context of their presentation, could be perceived as a real or apparent conflict of context of their presentation, could be perceived as a real or apparent conflict of interest, (for example, ownership of stock, honoraria, or consulting fees). Any such interest, (for example, ownership of stock, honoraria, or consulting fees). Any such relationship will be disclosed to the audience and consideration will be given to relationship will be disclosed to the audience and consideration will be given to possible influences of their presentations. Dr. Michael Ainsworth has no relevant possible influences of their presentations. Dr. Michael Ainsworth has no relevant financial relationships with any commercial interest to the provider (UTMB).financial relationships with any commercial interest to the provider (UTMB).

Ingrid Bowden, M.Ed., R.N. is the administrative manager for the East Texas Area Health Education Center (AHEC) at UTMB.  She has over 12 years experience in recruiting community preceptors and coordinating the placement of medical students in community rotations throughout East Texas AHEC’s 111-county region.  Ms. Bowden serves on the UTMB School of Medicine Ambulatory Community Selective Committee, and manages all activities associated with the Public Health ACS.  She is also a member of the UTMB School of Medicine’s Community Faculty Development Coordinating Committee.

Teaching and Learning StylesTeaching and Learning StylesObjectivesObjectives

Identify student learning styles and describe how to Identify student learning styles and describe how to apply them in the community practice setting.apply them in the community practice setting.

Identify teaching styles and methods appropriate for Identify teaching styles and methods appropriate for teaching medical students in the community practice teaching medical students in the community practice setting.setting.

Apply appropriate teaching methods for medical students Apply appropriate teaching methods for medical students in the community practice setting.in the community practice setting.

Learning StylesLearning Styles

Student roles and behaviors

Types of learners

Learning components

Principles of adult learning

Roles and BehaviorsRoles and Behaviors

Compliant student

Anxious-dependent student

Independent student

Sniper student

Types of LearnersTypes of Learners

Visual learners

Auditory learners

Kinesthetic learners

Learning Styles Inventory

Learning ComponentsLearning Components

Cognitive ~ what the student should learn

Affective ~ motivate the student to learn

Metacognitive ~ how to learn, identify and correct areas of deficit

Principles of Adult LearningPrinciples of Adult Learning

Apply what is learned shortly after learning it.

Emphasize learning concepts and principles over facts.

Students participate in setting own learning objectives.

Students use feedback to evaluate their own performance.

Teaching Methods in the Teaching Methods in the Community Practice SettingCommunity Practice Setting

Teacher-centered and learner-centered instruction

Communication– Attentive silence– Cooperative negotiation– Persuasive confrontation

Levels of competency

Teacher-Centered and Teacher-Centered and Learner-Centered InstructionLearner-Centered Instruction

Teacher-Centered ~ Topics are broken down into units of instruction. Emphasis is on the accumulation of facts.

Learner-Centered ~ Students answer their own questions and solve their own problems. Emphasis is on application of knowledge and skills.

Communication Strategies Communication Strategies

Attentive silence

Cooperative negotiation

Persuasive confrontation

Attentive SilenceAttentive Silence

Silence

Observation

Purposeful eye contact

Tracking

Open-ended encouragement & advocacy

Surface paraphrasing & exploration

Cooperative NegotiationCooperative Negotiation

Self-disclosure

Active listening

Intense paraphrasing

Open-ended questioning

Feedback

Persuasive ConfrontationPersuasive ConfrontationSummarizing & interpreting

Information giving & prescribing

Critiquing, correcting, & closed questioning

Persuasion, challenge & confrontation.

Communication Strategies

Competency LevelsCompetency Levels

1. Unconsciously Incompetent

2. Consciously Incompetent

3. Consciously Competent

4. Unconsciously Competent

Introductory Phase“See one.”

Practice Phase“Do one.”

Perfecting Phase“Do one more.”

Introductory PhaseIntroductory Phase5 Steps5 Steps

State objective of skill

Explain rationale

Describe equipment, materials, and skills needed

Explain sequential steps

Demonstrate entire skill

Practice PhasePractice Phase

Give specific instructions

Close observation

Generous feedback

Allow independent practice time

“Certify” student on the skill

Perfecting PhasePerfecting Phase

Provide precision practice

Give feedback infrequently

Competency Levels

Learning Vector DiagramLearning Vector Diagram

IndependenceIndependence

DependenceDependence

TEACHER’SSTRATEGIES

LEARNER’S COMPETENCE

assisting

monitoring

supervising

demonstrating

LowLow HighHigh

observation practicePerformance

on a leashPerformance

with a parachute

Applying Teaching MethodsApplying Teaching Methods

Teaching action plan to monitor and facilitate progress

Learning objectives for students in the community practice setting

Pearls for effective teaching

Action PlanAction Plan

Pre clinic assignments

Assign specific patients

Formal and informal feedback

Plan for achieving course objectives.

Learning ObjectivesLearning Objectives

Evaluate patients and follow up as diagnostic and therapeutic maneuvers unfold.

Develop an ongoing patient relationships.

Understand the natural course of illness.

Participate in management decisions.

Pearls for Effective TeachingPearls for Effective Teaching

Plan schedule in advance

Assign focused tasks

Provide feedback

Provide alternate learning activities

Introduce the student to your medical colleagues

SummarySummaryThe ability to select and apply appropriate teaching techniques relevant to an individual student’s learning style and level of competency will maximize the effects of your teaching efforts.

Student Evaluation

of Preceptor

Student Evaluation of Course

ReferencesBaldwin CD & Niebuhr VN. Teaching Skills for Preceptors in the Community Setting: A Self-Directed

Continuing Education Package. Developed for the Robert Wood Johnson Generalist Physician Initiative at the University of Texas Branch. 1996, re-edited in 2004.

Cassidy S. (2004). Learning Styles: An overview of theories, models, and measures. Educational Psychology. 24 (4), 419-444.

Davis MH & Harden RM. (1999). AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher 21 (2), 130-140.

Gordon J et all. (2000). Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Medical Education. 34 (10), 841-850.

Hein T & Budny D. Teaching to Students’ Learning Styles: Approaches That Work. 29th ASEE/IEEE Frontiers in Education Conference. 12c1-7.

Middlesex Community College. Modality Preference Inventory. Middletown, CT. Website: https://olt.qut.edu.au/it/ITB116/gen/static/VAK/VAK_Inventory.htm.

O’Sullivan M, Martin J, & Murray E. (2000). Students’ perceptions of the relative advantages and disadvantages of community-based and hospital-based teaching: a qualitative study. Medical Education. 34 (8), 648-659.

Whitman N & Schwenk T. The Physician as Teacher. Salt Lake City, Utah: Whitman Associates, 1997.

Teaching Medical Students in the Teaching Medical Students in the Community Practice Setting: Community Practice Setting:

Applying Teaching and Learning StylesApplying Teaching and Learning Styles

CreditsPam Hentschel, M.S.Pam Hentschel, M.S.

Members of the UTMB Community Faculty

Development Coordinating Committee

End Show

A teaching skills module developed by A teaching skills module developed by thethe

Office of Regional Medical EducationOffice of Regional Medical EducationThe University of Texas Medical BranchThe University of Texas Medical Branch

School of Medicine Galveston, TXSchool of Medicine Galveston, TX

Michael Ainsworth, MDMichael Ainsworth, MD

Associate Dean for Regional Medical EducationAssociate Dean for Regional Medical Education

301 University Blvd Galveston TX, 77555-0410301 University Blvd Galveston TX, 77555-0410

(409) 772-6928 mainswor@utmb.edu(409) 772-6928 mainswor@utmb.edu

www.meded.utmb.edu/ormewww.meded.utmb.edu/orme

Link to Presentation Evaluation Form

Link to Post-Test and CME Credit Request Form

Please print the links below to share evaluation feedback and

request CME credit.