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How can we teach effectively? Ramesh Mehay Course Organiser, Bradford VTS.

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Presentation on theme: "How can we teach effectively? Ramesh Mehay Course Organiser, Bradford VTS."— Presentation transcript:

1 How can we teach effectively? Ramesh Mehay Course Organiser, Bradford VTS

2 Aims identify learning objectives introduce some educational theory Increase your repertoire of teaching skills

3 The Educational Cycle Assess Needs Design Assessment Set Objectives Decide Methods

4 Part One – Defining the A&Os What do they need to know? What are the aims and objectives of the session?

5 Identify what they want to learn FIRST OF ALL, DEFINE WHAT THEY NEED TO KNOW THAT WILL HELP YOU DEFINE THE AIMS & OBJECTIVES Ask them Check lists (eg from the medical school) problem case analysis - things you know you dont 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)

6 Aims & Objectives Important for any session you do Good starting point – focus Aims are general better insight into management of COPD Objectives are specific understand the different therapies and their step line use (GOLD)

7 Part Two – Domains of Learning What are we trying to teach?

8 K.S.A. knowledge skills/competencies attitudes

9 Knowledge factual; evolving; evidence base Evaluating and using knowledge - critical appraisal; application of knowledge Skills & Competencies Clinical, Practical, Consultation, Communication, Problem solving Research and audit (evaluating and doing) Attitudes ethics etc; self awareness; commitment to maintaining standards Personal care for patients Practice context - practice issues; regulatory framework Broader context - medico-political/legal/social; ethnic/cultural

10 Part Three – Educational Theory What principles and philosophies in education might help with our teaching?

11 Linking knowledge to skills - Millers pyramid Does Shows how Knows how Knows

12 Experiential learning (Kolb) concrete experience observation, reflection formation of abstract concepts and generalisations testing implications of concepts in new situations

13 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 (Schön,1983) Professional education should provide people with the opportunity to reflect on their practice and to identify the theories embedded in their routine work (Coles, 1994)

14 Constructivism (3 Cs) Construction - knowledge builds on what is already known Context - is important in learning and in applying it Collaboration - important in exploring different perspectives because knowledge varies in different contexts and cultures

15 Adult learning = androgogy learning whats 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

16 Feedback - definition Information about performance or behaviour which leads to action to affirm or develop performance or behaviour, i e to affirm what you do well to help you develop in areas you do less well

17 Part Four – teaching methods How else can we do it?

18 Acquiring knowledge Lectures Tutorials Books Journals Electronic information sources

19 Other Methods LectureDebateBuzz groupsMini-lecture BrainstormingAction learningProject based learning Case discussion Critical incidentRole playTriadic teachingPBL Video teachingTask groupsBalint groupmicroteaching

20 Difficult Cases


22 What Makes a Good Teaching Session? (LAST SLIDE) Tailored to learners learning style Dependent on learners knowledge and experience Get the learner to do the groundwork Use educational tools Videos Books and booklets Papers and articles electronic sources (software, internet) Giving the tutorial direction - link to experience Maintaining interestInteract Open-ended questions Give time Vary content Baggage section

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