Faculty Development CLINICAL TEACHING SKILLS

LEARNING OBJECTIVES By the end of the course participants will have: Discussed principles of effective learning Identified the role of feedback in developing learners Understood the role of questioning in stimulating learning Planned and delivered a 5-minute teaching session Provided constructive feedback for colleagues Discussed ways to plan and structure workplace learning

APPROACHES USED DISCURSIVE – information sharing EXPERIMENTAL – exploring new teaching strategies EXPERIENTIAL – peer group learning

CLINICAL TEACHING SKILLS COMPETENCE CONSCIOUSNESS Conscious competence (C/C) Conscious incompetence (C/IC) Unconscious incompetence (UC/IC) Unconscious competence (UC/C)

THE LEARNING ENVIRONMENT Cast your mind back to a time when you were a learner: Think of a good learning experience and identify the factors that made it good Think of a bad learning experience and identify the factors that made it bad

PRINCIPLES OF ADULT LEARNING Learning depends on motivation Capacity to learn Experiences must be meaningful Active involvement Outcome driven Feedback Regular review

IMPLICATIONS FOR TEACHERS Always start with a learning needs analysis so that you can assess the level of your learners Consider the relevance to them of the subject This can save time so that you tailor what you say to their needs It also establishes a dialogue – the first step in engagement

YERKES–DODSON LAW Arousal Performance High anxiety interferes with performance Optimal performance Asleep Comfort zone/ collusion Challenge

CLINICAL TEACHING SKILLS COMPETENCE CONSCIOUSNESS C/C C/IC UC/ICUC/C 1. What do you think you did well? 2. I think you did well at…4. I think you could improve… 3. What could you improve?

FEEDBACK ‘Giving feedback is not just to provide a judgement or evaluation. It is to provide [develop] insight. Without insight into their own limitations, trainees cannot process or resolve difficulties’ King (1999)

SUMMARY Principles of learning – always start with learning needs Learning is about developing competence and awareness Degree of challenge and security Developing people requires good relationships and mutual trust Feedback is essential and needs to focus on behaviour not personality traits

In groups of 3, adopt the following roles in turn: teacher learner feedback giver For each 15-minute slot, the teacher takes 5 minutes to teach a small topic, then receives feedback for 10 minutes from the learner and feedback person MICROTEACHING

DEFINITIONS AIM: general idea of where you want to go OBJECTIVE: what trainer wants learner to do/think/know = TEACHING OBJECTIVE OUTCOME: statement of what learner will achieve in terms of observable behaviour = LEARNING OUTCOME

SMART OUTCOMES Specific Measurable Achievable Relevant Time bound

LEARNING OUTCOMES By the end of today you will be able to write at least one learning outcome for your session: S–‘at least one’ M–has it been written? A–only ‘one’ R–related to day and task ahead T–‘by the end of today’

LEARNING OUTCOMES Write List Show Revise Describe Specify Identify Analyse Assess Demonstrate Use Critique Explain Perform Apply Create Discuss Predict Make Design Compute Rate Utilise Plan Select Label Prepare Compare

DEVELOPING LEARNING OUTCOMES Why do we need them? –to motivate –expectations –plan learning What are they? –observable statements of action How do we write them? –SMART

DISCUSSIONS ConvergentDivergent KnowledgeProcess Learning ideasExploring feelings RevisionReflection Accepting viewsClarifying views Apply knowledgeDevelop coherence

DISCUSSION – PROBLEMS Conflict Apathy Group think Unwillingness to speak Dialogues Monologues Group dynamics

TEACHING SMALL GROUPS Bridges theory–practice gap Great for judgement and professionalism 10 times more likely to change

TEACHING THROUGH QUESTIONS Learning needs analysis Guess what I’m thinking Statement disguised as a question Awareness- raising questions Catalytic questions Humiliating questions Counselling questions Mainly for the teacherMainly for the learner

BLOOM’S TAXONOMY

QUESTIONS BASED ON BLOOM’S TAXONOMY CategoryDescriptionQuestion words EvaluationJudgement, making value decisionsJudge, appraise, assess, evaluate SynthesisCombining ideas, forming a wholeCompose, construct, predict AnalysisSubdividing into component partsCompare, contrast, examine, analyse ApplicationUse in a new situationDemonstrate, interpret, use ComprehensionEstablishing meaning, interpretingDescribe, discuss, explain KnowledgeRecalling informationWho, what, when, define, list

ACTION–REFLECTION CYCLE Action Reflection Observation What Analysis – applying theory, concepts, models Why Collecting new information When, where, who Planning How Hope & Timmel (1984)

STRUCTURING LEARNING In your groups of 3, compile a list of the elements of teaching you found to be useful from the microteaching What helped get the sessions started? What helped the learning? What enabled the sessions to close effectively?

LEARNING FRAMEWORK In light of the work you have done today, consider what your view of a learning framework or a learning cycle would be What would you say were the important steps or ingredients to ensure you had in any effective learning episode?

LEARNING FRAMEWORK: AN EXAMPLE ?

KEY THEMES Learner-centred Creating a safe learning environment Teaching through questioning Giving effective feedback for learning Developing your teaching effectiveness Setting learning outcomes Organising learning sessions