Jo Swallow and Peter Searle-Barnes

Learning ObjectivesUnderstand the approach to teaching and

learning used on the GP schemeUnderstand some educational theoryEffectively plan your presentations / teaching

sessionsLearn different teaching methods and

develop confidence to adapt to personal style Develop skills to keep your teaching

interesting and effectiveLearn about giving and receiving feedback

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Teaching is best done in the lecture theatre / teaching is best done on the job

Why don’t we just sit you down in rows and teach you all the facts you need to know?

Thoughts……

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And because…..‘Education is about

lighting fires, not filling buckets’(WB Yeats)

Task-5minsIn twos or threes think of one positive & one

negative teaching experience you may have had as a health professional or student

Choose one of these experiences to summarise and present to the group

Try to include some comments on the role of the teacher in making this effective or ineffective

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2 principles we useConstructivism

Construction – building on your existing knowledge, skills and experience

Context – important to maximise learning, and to apply it

Collaboration working with other people Exploring different

perspectives Understanding that

‘knowledge’ varies with context and with culture

Adult learning Learning what’s

important to you

Learning things which are useful for the real world

Learner, not teacher, is responsible

Learning is self directed

Learning is continuous and adapts to new situations – spiral, not linear

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Discuss:

Apart from facts, what do you need to learn in your training over the next 3 years?

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Areas of learning

Knowledge cognitive domain – recall, evidence base, application

of knowledge,

Skills psychomotor domain (how to do things)

competencies, clinical, practical, communication, problem solving.

Attitudes Affective domain – interest, appreciation,

adjustment, values, beliefs, ethics, personal care for patients

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nMRCGP competencies Communication and

consultation skills

Practising holistically

Data gathering and interpretation

Making diagnoses and decisions

Clinical management

Managing medical complexity

Primary Care administration and IMT

Working with colleagues and in teams

Community orientation

Maintaining performance, learning and teaching

Maintaining an ethical approach to practice

Fitness to practice

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Miller’s Pyramid

KnowsKnowledg

e

Shows How

Knows How

Performance

Competence

DoesAction

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Miller’s Pyramid

KnowsKnowledg

eAKT

Shows How

Knows How

Performance

Competence

CSA

CSA

DoesActionWPB

A

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Brainstorm

What teaching methods which might be useful for your training?

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Acquiring knowledgeLecturesTutorialsBooks Journals Electronic information sources

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Other MethodsLecture Debate Buzz groups Mini-lecture

Brainstorming Action learning Project based learning

Case discussion

Critical incident

Role play Triadic teaching

PBL

Video teaching Task groups Balint group microteaching

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Teaching methods

QuizLecture / presentationCBDProblem based small group learning (PBSGL)Mind mapsMediaGroup tasks (buzz groups etc)Reflective and self directed learning

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Some learning tools used in GPProblem case analysis – things you know you

don’t know

Random case analysis – issues you may not have identified

Significant event analysis – learning from mistakes and near-misses

PUNS and DENS

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Experiential learningExperiential learning

ExperienceExperience

Observe and Observe and reflectreflect

Make abstract conceptsMake abstract concepts and generalisationsand generalisations

Test implications Test implications of concepts of concepts

in new situationin new situation

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Learning from colleaguesSharing knowledge

Sharing resources

Teaching skills

Offering different perspectives

Facilitating reflection

Giving each other feedback

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Teaching Plans-’’My session’’Plan session! MUST be relevant to GP

(timings, activities, resources, materials)Establish learner’s agendaAimsObjectives (link to curriculum statement)Main body of session

Content ActivitiesInteraction

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•Record any learning needs which arise•Review learning outcomes •Summarise and conclude session (plenary)

Crib sheet on feedback on teaching sessions. Opening – was it effective, was there contact with the audience and were objectives given? Main points – were these clearly expressed and were explanations given clear? Were slides well set out (no more than 5 points) and was there good use of appropriate illustrations? Ending – were the main points re-stated clearly? Was the presentation correctly timed and questions allowed for? Was the content relevant and were questions from the audience appropriate? Was there good interaction with the audience – eye contact, appropriate NVCs Was the speaker audible and clear and tone interesting Were anecdotes or humour used and were technical terms kept to a minimum?

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OVER TO YOU! + Evaluation.learning what’s important to youapplicable in the real world

(context)learner, not teacher, is responsiblelearning is self directedlearning is continuous, must adapt

to new situations

)

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