EPE C for VE T E R A N S EPE C for VE T E R A N S Education in Palliative and End-of-life Care for Veterans is a collaborative effort between the Department of Veterans Affairs and EPEC ® Plenary 4 Effective Educational Techniques EPE C for VE T E R A N S EPE C for VE T E R A N S

Objectives... After reviewing this plenary session, clinicians will be able to understand: the goals of education how adults learn best how to cope with ‘challenging’ participants how to present an effective didactic lecture

After reviewing this plenary session, clinicians will be able to understand: how to facilitate a small group, case based discussion how to facilitate a role play session how to use visual aids and slides effectively … Objectives

Education steps Attitudes Knowledge Skills Behavior Patient Experience Group / Societal Experience Adapted from Dixon J. Evaluation Criteria in Studies of Continuing Education in the Health Professions: A Critical Review and a Suggested Strategy. Evaluation and the Health Professions, 1978; 1(2):

Learning types Passive learning Active learning

Positive influences Motivation Role model Learner has unsuccessful experience and wants to do better Learner needs to know

Presentation skills Movement Voice Know your audience Know your material Rehearse Be prepared to answer questions Humor Be prepared for difficult participants

‘Challenging’ participants Know-it-all Naysayer Monopolizer Chatterbox Reluctant learner Disengaged participant

Interactive lectures Write your objectives or ask the group Know your material & audience Rehearse Prepare the room Prepare and test AV equipment Be prepared to answer questions Use humor appropriately

Case-based teaching An effective way to get participants involved Can be used to stimulate issues and questions Create a case study identify specific learning objectives use a real case omit information that is not essential

Facilitator’s role Establish welcoming, emotionally open setting Admit gaps in knowledge, then group will too Encourage exploring topics and do not criticize Loosely guide discussion

Limitations Increases needs for teachers higher teacher to student ratio increased costs Need trained facilitators

Designing role plays … Base the role play on a real case Use prepared roles Clarify goals Give details to “set the stage”

… Designing role plays Make role plays brief and simple Participants “make up” what they don’t know Balance structure and spontaneity

Conducting role plays Develop the role play Set the stage Assign the roles Prepare and clarify Conduct the role play Discuss Give feedback

Types of role plays Paired Paired with an observer “Fishbowl” Video case Standardized patient

Summary