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

EPECEPECOOEPECEPECOOO EPECEPECOOEPECEPECOOO Teach 1: Teaching Skills I Teach 1: Teaching Skills I EPEC - Oncology Education in Palliative and End-of-life Care - Oncology

Overall message How information is taught is important to retention and implementation

Objectives l Describe the goals of education l Explain how adults learn best l Use personal style and presentation skills to make teaching more effective l Cope with ‘challenging’ participants l Describe the goals of education l Explain how adults learn best l Use personal style and presentation skills to make teaching more effective l Cope with ‘challenging’ participants

Components of education... l Attitudes l Knowledge l Skills l Behavior l Patient / Family Outcomes l Societal Experience l Attitudes l Knowledge l Skills l Behavior l Patient / Family Outcomes l Societal Experience Dixon J. Evaluation and the Health Professions, 1978.

l Attitudes l Knowledge l Skills l Behavior l Patient / Family outcomes l Societal experience l Attitudes l Knowledge l Skills l Behavior l Patient / Family outcomes l Societal experience... Components of education

Positive learning experience

Negative learning experience

‘Old’ versus ‘new’ models l Teacher decides l No questions l Learner is ‘empty vessel; teacher is ‘full’ vessel l Teacher decides l No questions l Learner is ‘empty vessel; teacher is ‘full’ vessel l Teacher and learner(s) negotiate l Discuss and debate l Both vessels have room!

Passive learning l Information transfer l Reflection l Evaluation l Assessment l Analysis l Information transfer l Reflection l Evaluation l Assessment l Analysis

Active learning l Discussed l Debated l Processed l Linked to relevant activities l Discussed l Debated l Processed l Linked to relevant activities

Positive factors influencing learning l Motivation of learner l Teacher is a role model l Learner has some experience l Learned wants (needs) to know l Practical l Motivation of learner l Teacher is a role model l Learner has some experience l Learned wants (needs) to know l Practical

Negative factors influencing learning l Forced to show up l ‘Educated’ before l Preoccupation or distraction l Personal barriers (attitudes) to the content l Forced to show up l ‘Educated’ before l Preoccupation or distraction l Personal barriers (attitudes) to the content

Principles of physician learning l Practical l Participation l Multiple demands l Practical l Participation l Multiple demands Hank Slotnick, PhD, North Dakota.

Active teaching methods l Interactive lecture l Case studies l Role play l Facilitated discussions l Use of videos l Other visual aides l Participation l Interactive lecture l Case studies l Role play l Facilitated discussions l Use of videos l Other visual aides l Participation

Personal style l Movement l Tone & volume l Speed l Direction l Minimize what might be a distraction l Movement l Tone & volume l Speed l Direction l Minimize what might be a distraction

Teaching skills l Know your material l Rehearse l Prepare the room l Prepare and test AV equipment l Know your material l Rehearse l Prepare the room l Prepare and test AV equipment l Be prepared to answer questions l Use humor appropriately l Be prepared for challenging participants

‘Challenging’ participants l Know-it-all l Naysayer l Monopolizer l Chatterbox l Know-it-all l Naysayer l Monopolizer l Chatterbox l Reluctant learner l Preacher l Unresponsive participant

EPECEPECOOEPECEPECOOO EPECEPECOOEPECEPECOOO Summary How information is taught is important to retention and implementation