CLINICAL TEACHING SKILLS
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Transcript of CLINICAL TEACHING SKILLS
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www.londondeanery.ac.uk
Faculty Development
CLINICAL TEACHING SKILLS
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LEARNING OBJECTIVES
By the end of the course participants will have:
• Discussed principles of effective learning
• Identified the role of feedback in developing learners
• Understood the role of questioning in stimulating learning
• Planned and delivered a 5-minute teaching session
• Provided constructive feedback for colleagues
• Discussed ways to plan and structure workplace learning
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APPROACHES USED
• DISCURSIVE – information sharing
• EXPERIMENTAL – exploring new teaching strategies
• EXPERIENTIAL – peer group learning
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CLINICAL TEACHING SKILLS
COMPETENCE
CO
NS
CIO
US
NE
SS
Conscious competence
(C/C)Conscious incompetence
(C/IC)
Unconscious incompetence
(UC/IC)
Unconscious competence
(UC/C)
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THE LEARNING ENVIRONMENT
Cast your mind back to a time when you were a learner:
• Think of a good learning experience and identify the factors that made it good
• Think of a bad learning experience and identify the factors that made it bad
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PRINCIPLES OF ADULT LEARNING
• Learning depends on motivation
• Capacity to learn
• Experiences must be meaningful
• Active involvement
• Outcome driven
• Feedback
• Regular review
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IMPLICATIONS FOR TEACHERS
• Always start with a learning needs analysis so that you can assess the level of your
learners
• Consider the relevance to them of the subject
• This can save time so that you tailor what you say to their needs
• It also establishes a dialogue – the first step in engagement
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YERKES–DODSON LAW
Arousal
Performance
High anxiety interfereswith performance
Optimal performance
Asleep
Comfort zone/collusion
Challenge
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CLINICAL TEACHING SKILLS
COMPETENCE
CO
NS
CIO
US
NE
SS
C/CC/IC
UC/IC UC/C
1. What do you think you did well?
2. I think you did well at…4. I think you could improve…
3. What could you improve?
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FEEDBACK
‘Giving feedback is not just to provide a judgement or evaluation. It is to provide
[develop] insight. Without insight into their own limitations, trainees cannot process
or resolve difficulties’
King (1999)
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SUMMARY
• Principles of learning – always start with learning needs
• Learning is about developing competence and awareness
• Degree of challenge and security
• Developing people requires good relationships and mutual trust
• Feedback is essential and needs to focus on behaviour not personality traits
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In groups of 3, adopt the following roles in turn:
• teacher
• learner
• feedback giver
For each 15-minute slot, the teacher takes 5 minutes to teach a small topic, then receives
feedback for 10 minutes from the learner and feedback person
MICROTEACHING
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DEFINITIONS
AIM: general idea of where you want to go
OBJECTIVE: what trainer wants learner to do/think/know
= TEACHING OBJECTIVE
OUTCOME: statement of what learner will achieve in terms of observable behaviour
= LEARNING OUTCOME
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SMART OUTCOMES
Specific
Measurable
Achievable
Relevant
Time bound
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LEARNING OUTCOMES
By the end of today you will be able to write at least one learning outcome for
your session:
S – ‘at least one’
M – has it been written?
A – only ‘one’
R – related to day and task ahead
T – ‘by the end of today’
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LEARNING OUTCOMES
Write List Show Revise Describe Specify Identify Analyse Assess Demonstrate Use Critique Explain Perform Apply Create Discuss Predict Make Design Compute Rate Utilise Plan Select Label Prepare Compare
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DEVELOPING LEARNING OUTCOMES
• Why do we need them?
– to motivate
– expectations
– plan learning
• What are they?
– observable statements of action
• How do we write them?
– SMART
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DISCUSSIONS
Convergent Divergent
Knowledge Process
Learning ideas Exploring feelings
Revision Reflection
Accepting views Clarifying views
Apply knowledge Develop coherence
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DISCUSSION – PROBLEMS
• Conflict
• Apathy
• Group think
• Unwillingness to speak
• Dialogues
• Monologues
• Group dynamics
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TEACHING SMALL GROUPS
• Bridges theory–practice gap
• Great for judgement and professionalism
• 10 times more likely to change
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TEACHING THROUGH QUESTIONS
Learningneeds
analysis
Guess what I’m thinking
Statementdisguised
as a question
Awareness-raising
questions
Catalyticquestions
Humiliatingquestions
Counsellingquestions
Mainly for the teacher Mainly for the learner
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BLOOM’S TAXONOMY
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QUESTIONS BASED ON BLOOM’S TAXONOMY
Category Description Question words
Evaluation Judgement, making value decisions Judge, appraise, assess, evaluate
Synthesis Combining ideas, forming a whole Compose, construct, predict
Analysis Subdividing into component parts Compare, contrast, examine, analyse
Application Use in a new situation Demonstrate, interpret, use
Comprehension Establishing meaning, interpreting Describe, discuss, explain
Knowledge Recalling information Who, what, when, define, list
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ACTION–REFLECTION CYCLE
Action Action
Reflection
Observation
What
Analysis – applying theory, concepts, models
Why
Collecting new information
When, where, who
Planning
How
Hope & Timmel (1984)
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STRUCTURING LEARNING
In your groups of 3, compile a list of the elements of teaching you found to be useful
from the microteaching
• What helped get the sessions started?
• What helped the learning?
• What enabled the sessions to close effectively?
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LEARNING FRAMEWORK
In light of the work you have done today, consider what your view of a learning framework
or a learning cycle would be
What would you say were the important steps or ingredients to ensure you had in any
effective learning episode?
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LEARNING FRAMEWORK: AN EXAMPLE
?
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KEY THEMES
• Learner-centred
• Creating a safe learning environment
• Teaching through questioning
• Giving effective feedback for learning
• Developing your teaching effectiveness
• Setting learning outcomes
• Organising learning sessions