1. How can we teach effectively?
Ramesh Mehay
Course Organiser, Bradford VTS

2. identify learning objectives introduce some educational theory
Aims
identify learning objectives
introduce some educational theory
Increase your repertoire of teaching skills

3. The Educational Cycle Assess Needs Design Assessment Set Objectives
Decide Methods

4. Part One – Defining the A&Os
What do they need to know?
What are the aims and objectives of the session?

5. Identify what they want to learn
FIRST OF ALL, DEFINE WHAT THEY NEED TO KNOW
THAT WILL HELP YOU DEFINE THE AIMS & OBJECTIVES
Ask them
Check lists (eg from the medical school)
problem case analysis - things you know you don’t know
random case analysis - issues you may not have identified
critical incident analysis - learning from mistakes and near misses
PUNs (patient unmet needs)
DENs (doctors educational needs)

6. Aims & Objectives Important for any session you do
Good starting point – focus
Aims are general
“better insight into management of COPD”
Objectives are specific
“understand the different therapies and their step line use” (GOLD)

7. Part Two – Domains of Learning
What are we trying to teach?

8. What are we trying to teach?
K.S.A.
knowledge
skills/competencies
attitudes

9. Knowledge
factual; evolving; evidence base
Evaluating and using ‘knowledge’ - critical appraisal; application of knowledge
Skills & Competencies
Clinical, Practical, Consultation, Communication, Problem solving
Research and audit (evaluating and doing)
Attitudes
ethics etc; self awareness; commitment to maintaining standards
Personal care for patients
Practice context - practice issues; regulatory framework
Broader context - medico-political/legal/social; ethnic/cultural

10. Part Three – Educational Theory
What principles and philosophies in education might help with our teaching?

11. Linking knowledge to skills - Miller’s pyramid
Does
Shows how
Knows how
Knows

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

13. Reflective practitioner
The professional practitioner reflects on their knowledge whilst engaging in activity. This enables them to adapt to the potentially unique context or problem with which they are faced (Schön,1983)
Professional education should provide people with the opportunity to reflect on their practice and to identify the theories embedded in their routine work (Coles, 1994)

14. Constructivism (3 Cs)
Construction - knowledge builds on what is already known
Context - is important in learning and in applying it
Collaboration - important in exploring different perspectives because knowledge varies in different contexts and cultures

15. Adult learning = androgogy
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

16. Feedback - definition
Information about performance or behaviour which leads to action to affirm or develop performance or behaviour, i e
to affirm what you do well
to help you develop in areas you do less well

17. Part Four – teaching methods
How else can we do it?

18. Electronic information sources
Acquiring knowledge
Lectures
Tutorials
Books
Journals
Electronic information sources

19. 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.

20. Difficult Cases
Good for those difficult situations

21. GROUP WORK

22. What Makes a Good Teaching Session? (LAST SLIDE)
Tailored to learner’s learning style
Dependent on learner’s knowledge and experience
Get the learner to do the groundwork
Use educational tools
Videos
Books and booklets
Papers and articles
electronic sources (software, internet)
Giving the tutorial direction - link to experience
Maintaining interest Interact
Open-ended questions
Give time
Vary content
Baggage section