Preparing An Effective Large Group Teaching Session Harvey J. Hamrick, MD Edmund A. Liles MD The Teaching Center UNC Department of Pediatrics The Teaching Center

Preparing an Effective Large Group Teaching Session Frequent request of teaching faculty Effective presentations reflect our teaching expertise Purpose of this talk is to suggest an approach to this task The Teaching Center

Large Group Sessions Pros »Accepted format of teaching »Broad topic material can be effectively presented »Much flexibility in presentation methods and styles »Evaluation instruments can be specific The Teaching Center

Large Group Sessions Cons »Learner interaction/involvement may be limited »Differences in learner capability may be difficult to address »Measuring lasting effect on learner behavior is a challenge The Teaching Center

Initial Planning Steps The Teaching Center

Initial Planning Steps 1. Characterize the audience/learners Be clear on expectations for the session Determine differences in audience level of comprehension and background The Teaching Center

Initial Planning Steps 2. Establish the educational purpose Develop an overall Educational Goal (EG) Define specific Learning Objectives (LOs) to achieve the EG The Teaching Center

Initial Planning Steps 3.Select the most appropriate presentation methods: »Standard lecture with minimal slides/visuals »PowerPoint (PP) lecture with majority of presentation on slides »Directed discussion with much learner interaction »Workshop format with learner participation via focused discussions, written exercises, role plays, etc. The Teaching Center

Initial Planning Steps 4. Develop an effective evaluation instrument Written survey involving attitudinal and knowledge items Delayed survey addressing actual changes prompted by the session The Teaching Center

Initial Planning Steps 5. Clarify the specifics of venue, timeframe, CME requirements Determine venue capabilities in terms of access, AV resources, audience size, seating arrangements, etc. Define the timeframe for start/stop of the session Review CME guidelines and presenter’s role in meeting them The Teaching Center

Initial Planning Steps Review of Key Points »Characterize the audience/learners »Establish the educational purpose »Select the most appropriate presentation methods »Develop an effective evaluation instrument »Clarify the specifics of venue, timeframe, CME requirements The Teaching Center

Presentation Development The Teaching Center

Presentation Development 1. Build the presentation on basic principles of good teaching Insure that important learning points and concepts are presented clearly and reinforced several times Select and organize the major LOs to stimulate critical thinking and participation by the learners Insure that the material is supported by pertinent scholarly work (i.e. original research of presenter; literature review; etc.) Facilitate a smooth transition between the major segments which includes review and preview The Teaching Center

Presentation Development 2. Plan an effective opening/introduction »Acknowledge sponsorship and context of the session »Establish credibility and identification with the audience »Utilize effective introductory material (i.e. case presentations; data profiles; narrative vignettes; etc.) to highlight the importance and relevance of the topic to the audience The Teaching Center

Presentation Development 3. Prepare a Draft Outline of the session Determine three key learning concepts Insure that each concept reflects one of the LOs Organize the information/content supporting each concept in a logical sequence The Teaching Center

Presentation Development 4. Adapt the selected teaching methods to the Draft Outline Control PP Limit bullet points per slide to about 7 No more than 2 brief paragraphs per slide Limit scientific and data slides to bare essentials necessary to support the main learning points Balance number and type of slides with the type of material and strengths of the presenter Consider teaching methods that involve audience interaction with the topic material The Teaching Center

Presentation Development 5. Plan a specific summary and conclusion Insure that the key learning points are reviewed Define avenues by which the audience can further pursue the learning objectives after the session Provide an outline of the presentation with references and specific information on related learning resources Build in time for audience questions, comments and discussion. For a fifty minute session, ten minutes should be reserved for questions Remind audience of evaluation instruments and CME requirements The Teaching Center

Presentation Development Review of Key Points »Build on basic principles of good teaching »Plan an effective opening »Prepare a Draft Outline »Adapt teaching strategies to the Draft Outline »Plan a specific summary/conclusion The Teaching Center

Final Preparation Phase The Teaching Center

Final Preparation Phase 1. Use the Draft Outline to develop the actual script for the presentation. »Prepare and insert all PP slides into the narrative script »Build in “Attention” refreshers at 15-minute intervals Transition slides to review key points Brief case examples to illustrate key points Problem solving exercise for the audience Presenter techniques (i.e. movement, pauses, direct question to the audience) to regain attention The Teaching Center

Final Preparation Phase 2. Rehearse and revise the script/slides as necessary »Seek feedback from colleagues »Insure that final version complements strengths of the presenter The Teaching Center

Final Preparation Phase Review of Key Points »Develop script/slides »Rehearse The Teaching Center

Example You have been studying patient safety in your hospital and have been asked to give a talk on some of your observations and conclusions. The title is “Systems Issues in Patient Safety”. The Teaching Center

Example Characterize the audience/learners: »Audience is midlevel hospital administrators and physician directors of medical and surgical units The Teaching Center

Example Establish the educational purpose »Overall EG: “Understand the relationship between hospital systems issues and patient safety” »Supporting LOs: Describe system issues which impact patient safety Document the mechanisms whereby systems issues affect patient safety Develop CQI strategies within specific hospital systems which will improve patient safety in a sustained and cost effective manner The Teaching Center

Example Select presentation methods »PP lecture with most of material on slide »Questionnaire at beginning to assess level of comprehension of topic »Written exercise at end to have audience list examples of systems/safety interface in their clinical units The Teaching Center

Example Develop an effective evaluation instrument »Design a shot attitudinal and knowledge based questionnaire based on the content presented »Send a delayed questionnaire to gauge subsequent activity by the audience The Teaching Center

Example Clarify the specifics of venue, timeframe, and CME requirements »Venue is standard classroom with fixed student desks for 60 learners; full PP capability »Timeframe is 60 minutes (12:00 noon – 1:00 p.m.) »CME requires LOs and supporting citations The Teaching Center

Example Plan the opening/introduction »Establish your expertise/knowledge base »Present statistical slides of unsafe hospital practices The Teaching Center

Example Prepare Draft Outline »Determine three key concepts Describe system issues which impact patient safety Document common failures whereby systems issues affect patient safety Describe specific CQI strategies which can improve patient safety in a sustained and cost effective manner »Organize the content supporting each concept The Teaching Center

Example Adapt the teaching methods to the Draft Outline Plan a specific summary/conclusion Use the Draft Outline to develop the script Rehearse/revise The Teaching Center