Teaching a Practical Skill

Slides:

Advertisements

Similar presentations

Week 5. Agenda Review Teaching approaches Learner control, autonomy, attribution Scaffolding.

Advertisements

Person-centred care Maggie Eisner, August Paired discussion Think about your own experience of a health care episode, or that of someone youre close.

Why study Communications skills? This slide presentation is based on Introductory talks given by Dr Jonathan Silverman from Cambridge The controls at the.

Learning What do we want to learn…. ….and how do we do it?

Direct Instruction Also called explicit instruction Widely applicable strategy that can be used to teach both concepts and skills Uses teacher explanation.

Module 2: Teaching functional skills within real, purposeful and relevant contexts 0.

Simulation in the Undergraduate Nursing Curriculum at Queen’s University Belfast: Clinical Skills, OSCE, ILS, High Fidelity Simulation.

Chapter 4 Key Concepts.

Investigative learning Elaine Smallbones Pietermaritzburg Girls’ High School.

Clinical Coach Standardisation Meeting August 2011.

Student Motivation n How do I motivate students to learn?

FEEDBACK. Learning depends on self-regulation Self regulation depends on learners being able to access information that tells them the gap between where.

Needs assessment: Needs Assessment and Identifying a Gap

PDLS © : Train the Trainers. Learning Objectives At the end of this lecture participants will be able to: Make logistical arrangements for conducting.

Educational Solutions for Workforce Development Unit 3 - Teaching a Practical Skill Aim Provide the opportunity to teach a practical skill Learning outcomes.

Approaches to developing performance in badminton

Teaching Roles for Instructional Software Alan Shurling.

“Managing clinical supervision through groups” Sarah Whereat.

Teaching Procedural Skills Beyond “See one, Do one, Teach one” Dr. Jason Frank and Janet Nuth, Dept of Emergency Medicine, University of Ottawa.

Identify important learning opportunities for coaches explain how a mentor can help to maximise these learning opportunities outline the potential roles.

WAGGGS Policy & Guidelines: Adult Training, Learning and Development

Teaching Styles. Where the coach instructs the group and is in full control—the coach makes the decisions Advantages In dangerous situations With cognitive.

Teaching Speaking Skills Lecture # 21. Review of Lecture 20 What does integrated mean? What are skills, language skills and sub-skills? What does integrating.

CIRCUS 2.4 theory.

LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.

Dr Ed Errington Teaching & Learning Development James Cook University Townsville/Cairns/Brisbane Queensland AUSTRALIA Challenges facing educators using.

Foundations of Educating Healthcare Providers

By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.

1 Rachel Yudkowsky MD MHPE Simulation for Patient Safety Slideset 2 Designing instructional programs with simulation.

Top 10 Instructional Strategies

Online Course Development and Constructivist Teaching Strategies Susan M. Zvacek, Ph.D

Effective Adult Learning Presentation for the ERWC Task force Kathleen D. Rowlands.

Is there a best way for teaching and learning?. Instructional Methods Drill & Practice Lecture Discussions Creative problem solving Inquiry based learning.

BBA 229 Training and Development

By Sam T and Lachlan S Skill Acquisition, 10 PASS.

High School EFL Classroom Observation. The observer  The lesson  The teacher The teacher  The learners The learners.

Encompasses a broad, overall approach to instruction.

Observations as a Clinical Evaluation Method in Nursing Education

Facilitating Learning – Part II By : Dr Malik Zaben By : Dr Malik Zaben MD, PhD, MRCS MD, PhD, MRCS.

Mastery Learning “Learning is an individual experience”… “quality of learning as opposed to quantity” (p. 380)

Patient Education. Educational Domains Cognitive: information area (teaching joint protection principles to patient with Rheumatoid Arthritis Psychomotor:

Classwork Date  Lesson 4 - Phases of Learning  Learning objective  Name the 3 phases of learning.  Describe the characteristics of each phase using.

Week 7 Motivation Slides courtesy of Prof. Karen Wisdom.

Everyone Learns Differently An instructor must be able to adapt to students’ personality type and learning style.

What does it take to get a coffee round here? A barista skills training simulation Liz Hilton Learning Technologist Charnwood training group/University.

Facilitate the Development of Healthcare Delivery Skills.

Assessing Competence in a Clinical Setting GRACE Session 12.

C.C.C.P Caribbean Coaching Certification Program.

Clinical Learning Dr Muhammad Ashraf Assistant Professor Medicine.

1Clinical Training Skills - An Approach to Clinical Training AN APPROACH TO CLINICAL TRAINING.

Teaching in the clinical context. Definition Teaching that focuses on real patient in a clinical setting.

Direct Instruction Model

If you cannot find a seat, lecture theatre 2 is being used as an overflow Thank you.

Provide instruction.

Introduction Developed in collaboration with: Lead Advisor

Providing Instruction & Explanation

A Guide to Mentoring Sports Coaches

Why study Communications skills?

Teaching Styles Learning Objectives:

Guide to Mentoring.

4MAT by Bernice McCarthy

National 5 Physical Education

Person-centred care Maggie Eisner.

Contents Introduction/Contacts Description Of Module (& LOs)

Dr Maggie Eisner Person-centred care Dr Maggie Eisner

What do we want to learn…. ….and how do we do it?

4MAT by Bernice McCarthy

Why study Communications skills?

Presentation transcript:

Teaching a Practical Skill See one ; do one ; teach one?

Fundamentals Observation Feedback Reflection

Teaching Clinical Skills Demonstrated in skills or simulation centre Practised in skills centre till confident Used on real patients!

Miller’s Triangle

Peyton’s 4 Stage Method Step 1 Demonstration at normal speed with little explanation visualisation Step 2 Repetition of skill with full explanation, asking learner to ask and question steps verbalisation

Peyton’s 4 Stage Method Step 3 Demonstrator performs skill as instructed by learner; questions and corrections Practice and feedback Step 4 Learner carries out skill with explanation prior to each step Repetition/embedding

Additional Steps Pre-step 1 - Conceptualisation Understands importance and theory Willing to learn Step 5 - Mastery and Autonomy Competence Automatic Able to teach

Influence of Trainer on Performance Environment Interaction Challenges

Potential Problems Learner doesn’t have necessary skills X Poor demonstration X Not paying attention ? Affective factors Fear/embarrassment ; lack of importance Imprinting of incorrect skills from previous learning

Questions?