Teaching & Education a beginner’s guide

1. Teaching & Educationa beginner’s guide Dr. Ramesh Mehay Programme Director Bradford VTS

2. Today’s A&Os Aims • To introduce you to educational theory to help you in your teaching with registrars and medical students • To keep this pretty light hearted without you falling asleep Objectives • At the end of today’s session • You’ll understand the four ACME steps to delivering effective teaching sessions • You’ll be able to distinguish between an aim and an objective • Hopefully, some practice….

3. A.C.M.E. IMPORTANT SLIDE 4 important aspects of any educational session: • Aims & Objectives • Content • Methodology • Evaluation

4. Aims & Objectives I • How can you do something or AIM for something if you don’t know what that AIM is? • Analogy: buying a house • Ignoring A&Os  everything goes wrong (unstructured, chaos) • A&Os are foundation building blocks

5. Aims & Objectives II Aims & Objectives = purpose = what are you/we trying to do/achieve? • Aims – a broad statement of intent eg at the end of this session, you’ll be more knowledgeable about educational theory bits that will help you in practice • Objective – a specific statement of intent eg at the end of this session, you’ll be able to define an aim and an objective SPEND TIME REALLY TEASING OUT THE AIMS AND OBJECTIVES

6. Aims & Objectives III Aims and Objectives usually fall into 3 domains • knowledge • skills/competencies • attitudes

7. Content I • Easy to figure out content if u have defined the A&Os • Remember to deliver on the learner’s agenda which may be totally different than yours • Sometimes, your agenda might be important too and thus  negotiation • Possible content: K.S.A. • Deep Learning vs Superficial Learning • How to teach at several levels in one session eg “GPR who says I don’t know anything about blah blah blah” • Consolidate heavy content stuff with handouts

8. Content IILinking knowledge to skills Miller’s pyramid Does Shows how Knows how Knows

9. Methodology I Perceptions • What do you see?

10. Methodology II • There are a variety of ways of delivering something • Some more effective than others • Use a mixture of ways even in one session (esp with groups of learners)  learning styles • Skills can never be acquired simply through talking; practice is best, demonstration/role play alternatives • Always try to get participants involved – interactiveness; by being awake, they learn • Don’t bombard with too much information • Remember, average attention span is 20 minutes  breaks

11. Methodology III We remember: • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 80% of what we say • 90% of what we say and do (Rigg)

12. Methodology IV Putting it all together • I hear and I forget • I see and I remember • I do and I understand Confuscius c 450 BC

13. Methodology VMethods of Instruction • the lecture • the modified lecture • the demonstration • registrar practice • registrar reading • group discussion • conferences • seminars • workshops, clinics • the fishbowl • role-play • simulation • games • videos/films • brainstorming • programmed instruction • field trips • question and answer

14. Methodology VIKnowledge • Lectures • Tutorials • Books • Journals • Electronic information sources

15. Methodology VIISkills • Clinical • Practical • Consultation • Communication • Problem solving • Research and audit (evaluating and doing)

16. How do we acquire skills and develop attitudes and values?

17. Methodology VIIISome learning tools (incl. for attitudes) • 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)

18. Methodology IXExperiential learning (Kolb) Kolb (1984) describes an experiential learning cycle: • concrete experience • observations and reflection • formation of abstract concepts and generalizations • testing implications of concepts in new situations. So whilst learning from concrete experience forms part of the theory of experiential learning, a process reflection is also central.

19. Methodology XReflective practitioner Schön (1983) developed the concept of the ‘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. Coles (1994) concludes that: ‘Professional education should provide people with the opportunity to reflect on their practice and to identify the theories embedded in their routine work.’

20. Methodology XIConstructivism (3 Cs) Three C’s • Construction- Knowledge builds on what is already known. • Context is important when learning and also when applying learning in practice • Collaboration – knowledge is socially negotiated, i.e varies in different contexts / cultures, collaboration helps to explore different perspectives.

21. Evaluation I FEEDBACK gives you an EVALUATION of • 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

22. Evaluation IIUseful feedback • is well timed (enough time, full attention, calm, prepared) • involves mutual goodwill • is balanced • is specific • is descriptive • can lead to change (if change required))

23. Evaluation IIIReceiving feedback • may need to ask • listen carefully • ask for clarification, examples, alternatives • give it time to sink in • think about your relationship with giver • don’t let small criticisms devastate • don’t be defensive

24. Closure • Remember ACME • What are you trying to do? Ask the learner… Negotiate • Think about the content in light of the A&Os – be careful re: overloading with info • Think about your methodology – add dynamism, enthusiasm, interactiveness • If you have tried something before, try it; play with it; don’t be scared • Get the learners to help you be even better – evaluate! And the last slide……. (yippy  )

25. Adult learning • 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 • compare to pedagogic (childhood) learning