TASME: Maximising your teaching potential

1. TASME: Maximising  your teaching potential Facilitator:Catherine Haines Assistant Professor of Medical Education University of Nottingham Aim: To develop confidence and expertise as medical educators

2. Objectives: Participants will have the opportunity to develop skills in: • identifying their current and future development opportunities in teaching • planning, preparing and delivering focussed explanations • giving and receiving feedback on their teaching

3. Workshop Outline Close Summary and Evaluation – 5 m Trios: give a focussed explanation. Get some feedback 15m Whole group discussion Two way communication game: in the head of the learner – 15 m Pair debrief Learning and Teaching: activating prior learning, where now and where next? 5 m Introductions Workshop Begins

4. Brief outline of workshop activities: • Introductions and pair discussion about current experience in medical education • (5 mins) • Pair activity: 2 way communication exercise and debrief discussions • (15 - 20 mins) • Small group activity, take turns to prepare and deliver 30, 60 or 90 second explanation, with feedback (keep this, try this) • (15 mins) • Summary, evaluation, close

5. What experience do we have here today? Everyone stand up. Now take a seat if you’ve: • Set exams, been an external examiner, • Been an OSCE assessor • Given a lecture • Run a seminar • Given a conference presentation • Explained something in a clinic/bedside setting to medical students • Explained something to a patient • Been in a study group • Done some PBL • Done hours and hours (and hours) as a consumer of teaching, ie: a student or trainee under a range of circumstances

6. Teaching optimises Learning • Learning is … a change in the ability to do things as a result of experience

7. Practical 1: problems with passive communication • In pairs: one person face the front, one person, with pen and paper face the back of the room • You will have 90 seconds to describe a picture to your learner. They must remain silent. They cannot ask you questions. They must try to draw what you describe. • Reverse the roles and try again with the new picture

8. 90 second picture 1

9. Swap and have another go

10. Debrief: two way communication • In pairs: discuss and compile a list of do’s and don’ts for explaining clearly • As a whole group, what are the implications for our teaching? • My 3 golden rules …

11. Active involvement of the learner, increases learning • Tell me ...... I will forget • Show me...... I may remember • Involve me.....I will surely learn Confucius

12. Ascertain and activate prior learning “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly” Ausubel (1968) “Educational psychology: a cognitive view”

13. Less is more Vary the sources of stimulus

14. Feedback: make it worth its weight in gold: identify what works, make suggestions for what could work even better

15. Practical 2: making better short explanations • Form 3s and take turns in each role: explainer, explainee, observer who leads feedback • Choose who will give a 30 second, 60 or 90 second explanation (try each within your group) • One minute to prepare an explanation you are likely to give • Take it in turns to give your explanation • Learner and observer give you feedback: • Keep doing this - next time try this

16. Summary circle One thing you are going to do differently as a result of today? (ie: what have you learned!)