Teaching & Education a beginner’s guide

Dr. Ramesh MehayProgramme Director Bradford VTS

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….

A.C.M.E.

IMPORTANT SLIDE

4 important aspects of any educational session: Aims & Objectives Content Methodology Evaluation

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

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

Aims & Objectives IIIAims and Objectives usually fall into 3 domains

knowledge skills/competencies attitudes

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

Content IILinking knowledge to skills

Miller’s pyramid

Does

Shows how

Knows how

Knows

Methodology I

Perceptions What do you see?

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

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)

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

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

Methodology VIKnowledge Lectures Tutorials Books Journals Electronic information sources

Methodology VIISkills Clinical Practical Consultation Communication Problem solving Research and audit (evaluating and doing)

How do we acquire skills and

develop attitudes and values?

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)

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.

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.’

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.

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

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))

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

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 )

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