1. Teaching learning methods Dr. Umed V Patel Associate Professor Dept. of Community Medicine, PDU Government Medical College, Rajkot 1

2. Objective of this presentation 1.To show various types teaching learning methods 2.To Brief some of the teaching methods 2

3. 3 TG R PTWORKSHOPL SU METP D TLFIELDVISIT PS ACEH NTUMS ELSUIE LESKNJ DCIEAA ITOSNR SUNUHUMED CRNKP UESAA SYEM STMLA IUPIL NOITARTSOMEDN NOSG RI IU AM L

4. 4 TG R PTWORKSHOPL SU METP D TLFIELDVISIT PS ACEH NTUMS ELSUIE LESKNJ DCIEAA ITOSNR SUNUHUMED CRNKP UESAA SYEM STMLA IUPIL NOITARTSOMEDN NOSG RI IU AM L

5. SrMain Domain Common T-L methods 1Cognitive (Knowledge) Lecture, Tutorial-Clinical tutorial (Bedside clinic), Seminar, Symposium, Integrated teaching Workshop, Panel Discussion, Group Discussion, 2Affective (Attitude) Role Play, Field Visit, Video play, Counseling, 3Psychomotor (Skill) Hands of experience (Learning by doing), Demonstration, Learning on dummy/cadaver/manikin Classification of Teaching Learning methods by learning domain 5

6. SrGroup SizeCommon T-L methods 1Large groupLecture, Panel Discussion, Symposium, Integrated Teaching 2 Small group Tutorial-Clinical tutorial (Bedside clinic), Seminar, Workshop, Demonstration, Group Discussion, Field visit, 3 Individual group Counseling, project work, Assignment, self study Classification of Teaching Learning methods based on Group Size 6

7. T-L Methods for Large group 7

8. 1.Lecture: It is careful presentation of facts with organized thoughts and ideas by a qualified person. Lectures are used to teach new knowledge and skills, and stimulate further work and learning. It is one of the common method of teaching. 8

9. How to delivery of lecture Well prepare the subject and rehearse your lecture. Refer recent development in the subject Get familiar with lecture room, its environment, audio visual systems Begin to arouse interest e.g. imagination in your mind after listening the word Malaria Have you suffered from malaria? Have you read in News paper or heard or seen in TV..? Present aims and objectives 9

10. Do not speak to fast – 100 wpm. Be clearly audible. Write legibly Vary pace and loudness to avoid monotony Appear confident, look at the learners and establish non- verbal contact Assess learners response and react accordingly Ask questions in between Use handouts or chalk board or Audio visual media to add interest 10

11. Recognize limitation of time Avoid too much of material Present summary at the end Allow questions at the end and get feedback from learners Don ’ t speak for longer than 20 minutes without some kind of break or activity. Don ’ t just read from notes. ENJOY TEACHING 11

12. General lecture plan 1.Greet the audience then introduce the subject with overview: ○ Describe the purpose of the lecture ○ Arouse the interest with some known facts… ○ Outline the key areas to be covered 12

13. 2 First key point ○ Show key point ○ Use of examples ○ Give detail of this key points 3 Second key point ○ Show key point ○ Use of examples ○ Give detail of this key point 4..... 5. Summary and conclusion 6. Questions from audience and answers 7. Feedback 8. Thanks 13

14. Example of a lecture titled “ Hypertension ” 1 Introduction and overview: ○ Explain objectives and key points to be covered  The nature and extent of the problem What is hypertension and its causes Complications Investigation Treatment 14

15. 2. Arouse interest with questions like i). Can you memorize any of your family members /relatives having hypertension? ii). Have you examined a case of Hypertension in OPD? iii). Have you seen a case of stroke in ward? iv). Do you know Hypertension can occur during pregnancy? 15

16. 3. First key point: The Problem Hypertension leads to significant morbidity/mortality ( give actual statistics) 10-25% adult population have hypertension but often undiagnosed or ineffectively treated (explain actual numbers of cases in India and per family) Treatment reduces morbidity/mortality (Show some statistics) 16

17. 3.Second key point: What is Hypertension Definition (WHO & other association definition) Multi-factorial (various factors) Types (Essential and secondary) Causes of secondary hypertension 4.Sign & Symptoms of Hypertension 5.Treatment of Hypertension 6. …… 7... Summary summarize main points and emphasis on key points 8. Allow questions from audience. 9. Get feedback & suggestions from audience 10. Thanks to audience 17

18. T-L Methods for Small Group 18

19. 1. Tutorials Small group of learners are guided by a teacher to help clear doubts, improve understanding and enhance knowledge of the subject. Tutorials can be delivered in small groups or on a one-to- one basis. 19

20. 20 Advantage: 1). Communication is a two way process. 2). Helps to discover and correct mistakes 3). Tutorials can provide opportunity for checking progress of individual student, identifying difficulties of students 4). Tutorials can be used in support of lecture to helps for more clarification, questions, integration of theory and practical. 5). Tutorials can allow students to develop their skills in solving problems or understanding how to tackle a problem.

21. Disadvantages: 1). The tutor may be having a dominant role and over- directional. 2). One-to-one tutorials can put psychological pressure on students 3). Lack of preparation by tutor to tackle student questions/problems Clinical tutorials Clinical tutorials should focus on the solving of patient problems rather than factual information. The problem of particular patient is a focus. Remember to act as a facilitator and encourage discussion and interaction between the participants. 21

22. 2. Seminar: Group of persons engaged in advanced study of a subject (or research) meet under the general direction of an expert. This form of group discussion leads to an in-depth study. The number of students is normally between 8 and 20. Often seminars are used at postgraduate level providing a forum for presenting research findings to a constructively critical group of academics and peers. 22

23. Advantage: 1) in-depth discussion 2). Authoritative guidance Disadvantage:1). Difficulty in getting resource person 2). The authority, if dominant, may inhibit the participation by some members of the group. 3). Seminars may result in a mini-lecture. Scope as a T/L method: Whenever a suitable resource person is available for the guidance of advanced learners (PG trainers, research scholars etc.) then seminar is an ideal method for an intensive in-depth learning of the subject. 23

24. 3. Workshop: A series of meeting during which experienced persons come together with experts (facilitator) to find solutions to problems. There is an interaction and exchange of information/ideas between group members. Advantage: Active involvement by each participant who works individually within the group and learns from experience &/or exercise. Disadvantage: A lot of group work and initial preparation is needed to make workshop effective and successful. 24

25. 4. Demonstration: Teacher performs some operation and student watch. Teacher first explain the matter and then perform the operation in step by step manner. Teacher should get down to the level of learner. Teacher should reinforce key point. Repetition of whole act helps to large extent. 25

26. 5. Group Discussion: It is defined as face to face interaction between members of relatively small group (usually 5-20 persons). The group interaction has a method and a structure but it can still be informal and democratic. Group members should have a common concern regarding a problem to be solved. It is a winodow to know what group knows, thinks, believe, and/or how group want a solution of a problem 26

27. 27 Advantage: 1). It is democratic and demands activity on the part of the learner 2). Learner discovers his strength and weakness in learn from fellow Disadvantage: 1). Poorly prepared or inexperienced group is ineffective in providing meaningful interactions. 2). Subject may not be adequately covered if time is prefixed and short.

28. 6. Field visit: Visit of student are arrange at remote place or at place where specific work is done. Advantage: 1). Active learning process 2). Permits evaluations of all three domains 3). Bridges gap between theoretical knowledge and practical reality. 4). Feedback on real situation can be shared with authority Disadvantage: 1). High cost 28

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30. Conclusion No single method is fool proof. Combination is required to cover all kind of learning domain. 30

31. 31 Thank You