1. The EPEC-O Curriculum is produced by the EPEC TM Project with major funding provided by NCI, with supplemental funding provided by the Lance Armstrong Foundation. Education in Palliative and End-of-life Care - Oncology The Project EPEC-O TM

2. EPECEPECOOEPECEPECOOO EPECEPECOOEPECEPECOOO Teach 2: Teaching Skills II Teach 2: Teaching Skills II EPEC - Oncology Education in Palliative and End-of-life Care - Oncology

3. Overall Message Match the teaching method with the learning objectives

4. Objectives l Describe effective use of small-group case-based teaching l Describe effective use of role play l Describe effective use of slides as part of the lecture l Describe effective use of small-group case-based teaching l Describe effective use of role play l Describe effective use of slides as part of the lecture

5. Video

6. Lecture l Efficient for transferring knowledge l Can reach large numbers of people l Good for auditory learners l Best if its on a topic of interest to the attendees l Efficient for transferring knowledge l Can reach large numbers of people l Good for auditory learners l Best if its on a topic of interest to the attendees

7. Limitations of lecture l Passive learning l No chance for feedback from audience l Assumes everyone learns the same way, at the same rate l Passive learning l No chance for feedback from audience l Assumes everyone learns the same way, at the same rate

8. Make lectures active l Slides (for the visual learners) l Cases (to show why its important) l Videos (to change the pace and make it more relevant) l Ask questions of the audience Rhetorical (no answers) A few comments Audience responses systems l Ask them to discuss (‘buzz groups’) l Slides (for the visual learners) l Cases (to show why its important) l Videos (to change the pace and make it more relevant) l Ask questions of the audience Rhetorical (no answers) A few comments Audience responses systems l Ask them to discuss (‘buzz groups’)

9. Small Group Case-based Teaching

10. Small group teaching A discussion with a purpose Not an open-ended, unintentional interaction Not a lecture in a small group. A discussion with a purpose Not an open-ended, unintentional interaction Not a lecture in a small group.

11. Small group teaching goals To promote understanding and reinforce knowledge To apply knowledge To foster critical thinking and problem solving To exchange ideas and encourage self-directed learning To promote understanding and reinforce knowledge To apply knowledge To foster critical thinking and problem solving To exchange ideas and encourage self-directed learning

12. Advantages of SGT Active involvement by the participants Application to clinical practice Peer support and expertise Feedback and reinforcement Active involvement by the participants Application to clinical practice Peer support and expertise Feedback and reinforcement

13. Limitations of SGT High moderator-participant ratio Potential discomfort with this teaching method Increased costs High moderator-participant ratio Potential discomfort with this teaching method Increased costs

14. Using cases effectively... Remember the goal of using the case and make your objectives clear Provide participants with a series of questions to guide the discussion Try to promote a sense of “mystery” Remember the goal of using the case and make your objectives clear Provide participants with a series of questions to guide the discussion Try to promote a sense of “mystery”

15. ... Using cases effectively Build on the case to illustrate other relevant issues Consider different ways of presenting the case Provide supplementary readings and materials Build on the case to illustrate other relevant issues Consider different ways of presenting the case Provide supplementary readings and materials

16. Common problems Encouraging everyone to participate Keeping the group members interested Dealing with group silence Dealing with “dominant” or “silent” members Getting through the material without lecturing Encouraging everyone to participate Keeping the group members interested Dealing with group silence Dealing with “dominant” or “silent” members Getting through the material without lecturing

17. Small group teaching skills... Setting the Stage Accomplishing the Task Summarizing the Activity Setting the Stage Accomplishing the Task Summarizing the Activity

18. ... Small group teaching skills Setting the Stage Plan ahead Convene the group Develop a mutually acceptable agenda Create a non-threatening environment Setting the Stage Plan ahead Convene the group Develop a mutually acceptable agenda Create a non-threatening environment

19. ... Small group teaching skills... Accomplishing the Task Actively involve all group members Question effectively Listen and reinforce Accomplishing the Task Actively involve all group members Question effectively Listen and reinforce

20. ... Small group teaching skills Accomplishing the Task Provide limited but relevant information Focus the group on the task at hand Observe and identify the group’s behavior Accomplishing the Task Provide limited but relevant information Focus the group on the task at hand Observe and identify the group’s behavior

21. Using role plays for teaching and learning

22. Role plays A drama in which a number of participants are asked to portray a particular character, but no lines are learned. McKeachie, 1986 McKeachie, 1986 A drama in which a number of participants are asked to portray a particular character, but no lines are learned. McKeachie, 1986 McKeachie, 1986

23. l To stimulate interest and increase motivation for learning. l To promote skill acquisition through practice and feedback. l To develop empathy. l To bring about attitude change. l l To stimulate interest and increase motivation for learning. l To promote skill acquisition through practice and feedback. l To develop empathy. l To bring about attitude change. l Why use role plays?

24. When to use role plays... To Teach: l Interviewing and communication skills l History-taking skills l Working with “difficult” patients or “difficult” situations To Teach: l Interviewing and communication skills l History-taking skills l Working with “difficult” patients or “difficult” situations

25. ... When to use role plays To Teach: l “Affective” issues l The difference between “thinking” and “doing” To Teach: l “Affective” issues l The difference between “thinking” and “doing”

26. Potential limitations l Role plays can be artificial. l Role plays can promote anxiety. l Role plays can become too “emotional”. l Students can “over-identify” with their roles. l Role plays can be artificial. l Role plays can promote anxiety. l Role plays can become too “emotional”. l Students can “over-identify” with their roles.

27. Designing role plays... l Base the role play on a real situation. l Use prepared scripts whenever possible. l Make sure that the goals are clear. l Give enough details to “set the stage”. l Base the role play on a real situation. l Use prepared scripts whenever possible. l Make sure that the goals are clear. l Give enough details to “set the stage”.

28. ... Designing role plays l Make the role plays brief – to make a point. l Leave room to allow participants to “make up” what they don’t know. l Maintain a balance between structure and spontaneity. l l Make the role plays brief – to make a point. l Leave room to allow participants to “make up” what they don’t know. l Maintain a balance between structure and spontaneity. l

29. Conducting role plays... l Set the stage. l Assign the roles. l Clarify the goals and context of the role play. l Prepare the setting and conduct the role play. l Set the stage. l Assign the roles. l Clarify the goals and context of the role play. l Prepare the setting and conduct the role play.

30. ... Conducting role plays l “Debrief” the players. l Discuss major themes and issues. l Summarize key points. l “Debrief” the players. l Discuss major themes and issues. l Summarize key points.

31. Innovative applications l “Fishbowl” l 1-2, 1-2 l 1-2-3, 1-2-3 l “Fishbowl” l 1-2, 1-2 l 1-2-3, 1-2-3

32. The “Bottom Line” l Specify the objectives. l Make it “real”. l Debrief the players. l Summarize the major themes. l Specify the objectives. l Make it “real”. l Debrief the players. l Summarize the major themes.

33. Effective Visual Presentations

34. Using EPEC-O slides l As they are Animated l Making them your own Keep the background, title page Attribute the source Note what you have modified l As they are Animated l Making them your own Keep the background, title page Attribute the source Note what you have modified

35. What medium to use l LCD Projector l Slides l Overheads Page Setup l LCD Projector l Slides l Overheads Page Setup

36. What’s the message l A simple thought l A very complex thought that seems to run on a bit but has something to say l Too much text in one line that doesn’t get the message across simply or clearly because Walsh, and others, have shown in a sample size of 3,456 oncologists randomized to two study groups and stratified on the basis of age and practice that slides that have too much text are irritating! l A simple thought l A very complex thought that seems to run on a bit but has something to say l Too much text in one line that doesn’t get the message across simply or clearly because Walsh, and others, have shown in a sample size of 3,456 oncologists randomized to two study groups and stratified on the basis of age and practice that slides that have too much text are irritating!

37. Clarity l Key point / line l Simple words l Build ideas l Cues, not full thoughts l Key point / line l Simple words l Build ideas l Cues, not full thoughts

38. Simple construction l  6 words / line l  30 characters / line l  6 lines / slide l  6 words / line l  30 characters / line l  6 lines / slide

39. Projection l  1 slide / minute l Don’t read Except “quotes” l Address the audience l 1 person, 1 thought l  1 slide / minute l Don’t read Except “quotes” l Address the audience l 1 person, 1 thought

40. Font... l Arial Font l Times New Roman l Brush Script MT l Comic Sans MS Antique Olive Compact Antique Olive Compact l Arial Font l Times New Roman l Brush Script MT l Comic Sans MS Antique Olive Compact Antique Olive Compact

41. ... Font l Arial Font l Times New Roman l Brush Script MT l Comic Sans MS Antique Olive Compact Antique Olive Compact l Arial Font l Times New Roman l Brush Script MT l Comic Sans MS Antique Olive Compact Antique Olive Compact

42. Font size l 16 point – can you read it? l 20 point – can you read it? l 24 point – can you read it? l 28 point – can you read it? l 32 point – can you read it? l 40 point – can you read it? l 48 point – can you read? l 16 point – can you read it? l 20 point – can you read it? l 24 point – can you read it? l 28 point – can you read it? l 32 point – can you read it? l 40 point – can you read it? l 48 point – can you read?

43. Line spacing... l How much space is enough between lines or paragraphs?

44. ... Line spacing... l How much space is enough between lines or paragraphs?

45. ... Line Spacing l How much space is enough between lines or paragraphs?

46. Color... l High contrast Receding background Foreground stands out l Sets the mood l Sets the image (corporate) l High contrast Receding background Foreground stands out l Sets the mood l Sets the image (corporate)

47. Color  Emotion... l Red heightens emotions Warning, danger, financial loss l Blue calms Conservative approach l Red heightens emotions Warning, danger, financial loss l Blue calms Conservative approach

48. ... Color  Emotion l Green stimulates interaction Shows growth l Pink + powder blue A nursery l Orange with black Halloween l Green stimulates interaction Shows growth l Pink + powder blue A nursery l Orange with black Halloween

49. Color... l 2-3 colors / slide max l Test colors LCD projector variation Sample slides l 2-3 colors / slide max l Test colors LCD projector variation Sample slides

50. Color... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

51. Color... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

52. Color... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

53. Color... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

54. Color... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

55. ... Color l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

56. Shadow... l l Key point 1 l l Key point 2 l l Key point 3 l l Key point 4 l l Key point 1 l l Key point 2 l l Key point 3 l l Key point 4 l l Key point 1 l l Key point 2 l l Key point 3 l l Key point 4

57. Shadow... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

58. ... Shadow l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

59. Bullets l Bullets Bullets Bullets  Bullets  Secondary thoughts Secondary thoughts Secondary thoughts l Bullets Bullets Bullets  Bullets  Secondary thoughts Secondary thoughts Secondary thoughts

60. Indentation l Primary thought Secondary thoughts Tertiary thoughts Quaternary thoughts l Primary thought Secondary thoughts Tertiary thoughts Quaternary thoughts

61. No text build l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

62. Text build l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

63. Text build + dim l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

64. Text animation... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

65. ... Text animation... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

66. ... Text animation... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

67. ... Text animation... l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

68. ... Text Animation l Key point 1 l Key point 2 l Key point 3 l Key point 4 l Key point 1 l Key point 2 l Key point 3 l Key point 4

69. Highlights l Colors colors colors l Size size size size l Italics italics italics l Caps caps CAPS caps l Colors colors colors l Size size size size l Italics italics italics l Caps caps CAPS caps

70. Word Art

71. Linking slides... l The first in a series of related slides l Can you see the cue? l The first in a series of related slides l Can you see the cue?

72. ... Linking slides... l The second in a series of related slides l Can you see the cue? l The second in a series of related slides l Can you see the cue?

73. ... Linking slides l The last in a series of related slides l Can you see the cue? l The last in a series of related slides l Can you see the cue?

74. Graphics... l Use as memory cues

75. ... Graphics l Don’t overuse l Don’t distract from your message l Don’t overuse l Don’t distract from your message

76. Pre-test, post-test Percent Correct p <.0001

77. Saving files l Frequently l To reduce size, save with new name l Backup l Frequently l To reduce size, save with new name l Backup

78. Traveling l Keep your materials with you l Consider a backup copy Acetatesdiskette l Keep your materials with you l Consider a backup copy Acetatesdiskette

79. Practice

80. Room setup l Participant arrangement Lecture, classroom, rounds, board room U l Speaker position VisibilityAudibilityAccessibility l Participant arrangement Lecture, classroom, rounds, board room U l Speaker position VisibilityAudibilityAccessibility

81. Equipment setup l Projector / changer l Power / tables l Accessories Acetates, pens Laser pointer l Projector / changer l Power / tables l Accessories Acetates, pens Laser pointer

82. Projection setup l 8 : 1 rule Person 40 feet away Slide > 5 feet high l Slides - as bright as possible l Room - as dark as possible l 8 : 1 rule Person 40 feet away Slide > 5 feet high l Slides - as bright as possible l Room - as dark as possible

83. EPECEPECOOEPECEPECOOO EPECEPECOOEPECEPECOOO Summary Match the technique with the learning objectives