1. Jo Swallow and Louise Whyte

2. 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 JS

3. Teaching is best done in the lecture theatre / teaching is best done on the job

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

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

6. Task-5mins In twos or threes think of one positive & one negative teaching experience you may have had as a health professional or student Choose one of these experiences to summarise and present to the group Try to include some comments on the role of the teacher in making this effective or ineffective psb

8. 2 principles we use Constructivism Construction Building on your existing knowledge, skills and experience Context Relate to the real world Collaboration Working with other people Exploring different perspectives Understanding that ‘knowledge’ varies with context and with culture psb

9. 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 Adult learning

10. Discuss: Apart from facts, what do you need to learn in your training over the next 3 years? psb

11. Areas 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 psb

12. 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 psb

13. Miller’s Pyramid Knows Knowledge Shows How Knows How Performance Competence Does Action js

14. Miller’s Pyramid Knows Knowledge AKT Shows How Knows How Performance Competence CSA Does ActionWPBA js

15. Brainstorm What teaching methods which might be useful for your training? js

16. Acquiring knowledge Lectures Tutorials Books Journals Electronic information sources js

17. Other Methods LectureDebateBuzz groupsMini-lecture BrainstormingAction learningProject based learning Case discussion Critical incidentRole playTriadic teachingPBL Video teachingTask groupsBalint groupmicroteaching js

18. 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 js

19. 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 js

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

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

22. Teaching Plans-’’My session’’ Plan session! MUST be relevant to GP (timings, activities, resources, materials) Establish learner’s agenda Aims Objectives (link to curriculum statement) Main body of session Content Activities Interaction js

23. Record any learning needs which arise Review learning outcomes Summarise and conclude session (plenary)

24. Crib sheet on feedback on teaching sessions. Opening – was it effective, was there contact with the audience and were objectives given? Main points – were these clearly expressed and were explanations given clear? Were slides well set out (no more than 5 points) and was there good use of appropriate illustrations? Ending – were the main points re-stated clearly? Was the presentation correctly timed and questions allowed for? Was the content relevant and were questions from the audience appropriate? Was there good interaction with the audience – eye contact, appropriate NVCs Was the speaker audible and clear and tone interesting Were anecdotes or humour used and were technical terms kept to a minimum? js

25. OVER TO YOU! + Evaluation. 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 ) Log on to the eportfolio and familiarise yourself with it.