1. Teaching and Learning with our Peers

2. Which do you agree with most?
Line up
I learn best on the job?
I learn best in a lecture?

3. Learning Objectives
Understand the approach to teaching and learning used on the GP scheme
Understand some educational theory
Effectively plan your presentations / teaching sessions
Learn different teaching methods and develop confidence to adapt to personal style
Develop skills to keep your teaching interesting and effective
Learn about giving and receiving feedback

4. Task-5mins
In twos or threes think of one positive & one negative teaching experience you may have
Choose one of these experiences to summarise and present to the group
What did the “teacher” do to make this effective or ineffective? 4

5. Why don’t we just sit you down in rows and teach you all the facts you need to know? Thoughts……

6. And because…..
‘Education is about lighting fires, not filling buckets’
(WB Yeats)

7. 2 principles we use:Constructivism
Construction – building on your existing knowledge, skills and experience
Context – important to maximise learning, and to apply it
Collaboration
Working with other people
Exploring different perspectives
Understanding that ‘knowledge’ varies with context and with culture

8. 2 principles we use: Adult Learning
Learning what’s important to you
Learning things which are useful for the real world
Learner, not teacher, is responsible
Learning is self directed
Learning is continuous and adapts to new situations – spiral, not linear

9. Discuss…. What are you going to have to learn or want to learn on the rest of your GP training scheme….
Duos / trios: then Generate lists

10. nMRCGP competencies Communication and consultation skills
Practising holistically
Data gathering and interpretation
Making diagnoses and decisions
Clinical management
Managing medical complexity
Primary Care administration and IMT
Working with colleagues and in teams
Community orientation
Maintaining performance, learning and teaching
Maintaining an ethical approach to practice
Fitness to practice
You will already have seen… 10

11. Areas (Domains) of learning
Can anyone suggest what this means?

12. Areas (Domains) of learning
Knowledge
cognitive domain – recall, evidence base, application of knowledge,
Skills
psychomotor domain (how to do things) competencies, clinical, practical, communication, problem solving.
Attitudes
Affective domain – interest, appreciation, adjustment, values, beliefs, ethics, personal care for patients

13. Miller’s Pyramid Action Does Performance Shows How Competence
Knows
Knowledge
Shows How
Knows How
Performance
Competence
Does
Action
To remind you where it sits on Millers pyramid of competence,
AKT sits at the bottom, knows and knows how.
CSA pushing higher up
WPBA because it relates to the learners’ experience in the workplace sits at the top 13

14. Miller’s Pyramid Knows Knowledge AKT Shows How Knows How Performance
Competence
CSA
Does
Action
WPBA
To remind you where it sits on Millers pyramid of competence,
AKT sits at the bottom, knows and knows how.
CSA pushing higher up
WPBA because it relates to the learners’ experience in the workplace sits at the top 14

15. What do the assessments test?
AKT –
DOPS –
MSF--
PSQ – 15

16. What the assessments test
AKT – mostly knowledge
DOPS – mostly skills
MSF, PSQ – mostly attitudes, some skills and knowledge
CSA exam, miniCEX, COT, CbD, CSR – test integration of all three 16

17. Task… In pairs: unconscious competence… grid on flipchart
Half outside given task. Give instructions how to move to get up from the floor : not sit up, stand up etc
Subjects only do what they are asked to do. 17

18. Brainstorm: What ways of teaching/learning can you think of?
For knowledge
For skills
For attitudes

19. Acquiring knowledge Lectures Tutorials Books Journals
Electronic information sources

20. Project based learning
Other Methods
Lecture
Debate
Buzz groups
Mini-lecture
Brainstorming
Action learning
Project based learning
Case discussion
Critical incident
Role play
Triadic teaching
PBL
Video teaching
Task groups
Balint group
microteaching
Buzz group = to combat inactivity; small group learning; “turn to a neighbour and share opinions and reactions for a short time”, then feed back
Mini-lecture = a short burst of input, fact or theory, in the course of a group activity aimed at stimulating discussion or linking up points. Participants may contribute their own ideas, thus increasing involvement with the material, introducing variety, distributing effort and responsibility, and developing presentation skills.
Task groups = subgroups are each allocated a topic to analyse and report back to a plenary as a contribution towards a wide picture; collaborative learning from each other
Action learning = learning by doing; “watch one, do one, teach one”; good for practical skills
Project based learning = another learning by doing method
Case discussion = indispenable; rooted in real life and in the personal experience of the learner; real questions; real solutions; yet flexible enough to range beyond the immediate
Balint = focuses mainly on the doctor and the awareness of his own feelings about an unfolding case that is presenting challenges, rather than the clinical content of the case; good for feelings and attitudes; identifying the feelings of others
Role-play = very valuable technique. Works best when it arises naturally in the process of 1-1 or group teaching. Role reversal is helpful too.
Triadic teaching = three participants – the subject, the listener, the observer
Microteaching = analysing complex behaviour like communication skills. Dissecting it and focussing on the component parts. Usually via video work.

21. Teaching methods Quiz Lecture / presentation CBD
Problem based small group learning (PBSGL)
Mind maps
Media
Group tasks (buzz groups etc)
Reflective and self directed learning 21

22. Some learning tools used in GP
Problem case analysis – things you know you don’t know
Random case analysis – issues you may not have identified
Significant event analysis – learning from mistakes and near-misses
PUNS and DENS 22

23. Experiential learning
Who has heard of it? 23

24. Experiential learning
Experience
Test implications
of concepts
in new situation
Observe and
reflect
Make abstract concepts
and generalisations

25. Experiential learning (Kolb)
concrete experience
observation, reflection
formation of abstract concepts and generalisations
testing implications of concepts in new situations

26. Teaching a dog to whistle

27. To put it another way:

28. Aims & Objectives Important for any session you do
Good starting point – focus
RCGP Curriculum statements may help
Make the session relevant to General Practice

29. Aims & Objectives What is an aim? What is an objective?
Duos example of each…

30. Aims & Objectives
Aims are general statements of what is to be achieved
“better insight into management of COPD”
Objectives are specific statements of what is to be learned at each stage.
“understand the different therapies and their step line use” (GOLD)

31. Objective Task or Behaviour – stated with action verbs
Conditions – under which task is performed
Criteria – by which to judge the outcome
SMART

32. Lesson Plans- “My session’’
Plan session!
(timings, activities, resources, materials)
Establish learner’s agenda
Aims
Objectives (?link to curriculum statement)
Main body of session
Record any learning needs which arise
Review learning outcomes
Summarise and conclude session (plenary)
4 groups> 2 groups : present 1

33. Learning from colleagues
Sharing knowledge
Sharing resources
Teaching skills
Offering different perspectives
Facilitating reflection
Giving each other feedback

34. Crib sheet on feedback on teaching sessions.

35. Task
Plan a session on dementia to give to your colleagues

36. Dementia session: Plan!!
Think…
(timings, activities, resources, materials)
Establish learner’s agenda
Aims
Objectives (?link to curriculum statement)
Main body of session
Record any learning needs which arise
Review learning outcomes
Summarise and conclude session (plenary)

37. What matters…. learning what’s important to you
applicable in the real world (context)
learner, not teacher, is responsible
learning is self directed
learning is continuous, must adapt to new situations

38. OVER TO YOU! 38