Teaching Tips: What has proven to be effective pedagogic techniques Hector S.O. Chan Department of Anatomy

Courses taught Year 1: Human Structure (abdomen) Year 2: Human Structure (head and neck); Neuroscience Major teaching format: tutorials, lectures, practicals (dissection and demonstration)

Tips of teaching What do the medical students need? –Scholar vs medical doctor –From the objectives of individual teaching session (handbook, medical curriculum webpage) –From the learning outcomes of the course –Functional and clinical significances

Tips of teaching Is my teaching effective? –Teaching for understanding vs knowing –Immediate responses of the students in the class –Feedbacks of students in the evaluation form

Tips of teaching To make the teaching effective: –One minute one slide –Annual update of teaching materials and upload them onto the WebCT –Focus on the main concepts; avoid minute details –Talk slowly and clearly, and check whether students understand –Use examples, clinical or experimental –Don’t run overtime –Reply student s after class

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Year 1 Strengths –None Shortcomings –Lectures were too rushed; –Always delays in uploading lecture notes and powerpoint files –Lecturers could not communicate efficiently in English –More tutorials than lectures

Year 2 Strengths –SPSS workshop is good –PHOM well taught but run overtime –Neuro Science is good

Year 2 Shortcomings: –PHUS: more anatomy taught by surgeons, more pathology, SA too few questions –PCAR: COPD is repetitive; problem of sequence of lectures taught –PGIN: “piece of cake”, more pathology –PHAE: too many facts without application and relevance to most common cases; avoid rare cases in exam –PNEU: too rushed, too packed; pharmacology related to psychological problems difficult to follow

Year 3 Strengths –Skill reinforcement session are great –Problem solving sessions by Chemical Pathology were extremely beneficial –The MB integrated Exam is the best exam throughout years –SSM: most felt very rewarding as they could carry out a substantial project

Year 3 Shortcomings –Many FA questions in PMUS are used in SA, this encourages memorizing. –MCQ and others demanded very little logical thinking and problem solving. Panel teaching is spoon- feeding. –Integrated exam: not proportional across panels; no question on GI; tended to focus on PHOM and rare cases. –Students don’t have enough basic science for practicing and answering patients’ questions in the wards; more pathology in Year 1 and 2. –Compression exists: had 100 slides in a lecture; but said 140 were used before.

Tip of teaching Don’t spoon feed our students. Clarify to the students that some examination questions may be set on materials that are not covered in the lectures. Show your care to the students.