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How To Teach Skills

Tehran University Of Medical Sciences. EDC. How To Teach Skills. Our approach to education must be developed with a clear understanding of the educational goals of our students, their patterns of participation and enrollment, and their expectations. Learners should become.

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How To Teach Skills

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  1. Tehran University Of Medical Sciences EDC How To Teach Skills Dr.Hassanzadeh

  2. Our approach to education must be developed with a clear understanding of the educational goals of our students, their patterns of participation and enrollment, andtheir expectations. Dr.Hassanzadeh

  3. Learners should become Informed by knowledge about the natural and social worlds and about forms of inquiry basic to these studies Empowered through the mastery of intellectual and practical skills Responsible for their personal actions and civic values Dr.Hassanzadeh

  4. Dr.Hassanzadeh

  5. 21st Century Classroom • Dynamic • Demanding • Directed Dr.Hassanzadeh

  6. Dynamic and Demanding 21st Century skills • Systems Thinking • Critical and Creative Thinking • Technology & Tools • Teamwork Dr.Hassanzadeh

  7. Objectives • Describe and demonstrate the basic principles for teaching procedural and technical skills. • Define competence in performing procedural skills. • Discuss common errors made by supervisors when teaching procedural skills. Dr.Hassanzadeh

  8. Group Activity Dr.Hassanzadeh

  9. The Pipeline vs Multiple Pathways Dr.Hassanzadeh

  10. I don’t know which pathway is better? • Pipeline might be better than multiple pathway for freshmen. • you should choose multiple pathway for seniors. • I need to have educational objectives. • Which pathway is better for physiology? • You should find a new pathway in biochemistry. • It is important to know both methods. Dr.Hassanzadeh

  11. Teaching clinical skills “Observe, record, tabulate, communicate. Use your five senses… Learn to see, learn to hear, learn to feel, learn to smell, and know that by practice alone you can become expert’ Sir William Osler (1849–1919)

  12. Model for Teaching Procedures • A : Assess the learner What does the learner already know? • B : Basic Concepts Learner understands the cognitive elements of the skill: why and when it is done? Learner knows the instruments and tools involved in the skill. • C : Complications Learner should know when the procedure is not done and complications that are involved. Dr.Hassanzadeh

  13. Model for Teaching Procedures • D: Demonstrate the Procedure 1.The learner sees the skill demonstrated in its entirety. 2. Gives them a mental picture of what the skill should look like when done correctly. • E : Explain and Breakdown the Steps 1.Preceptor repeats the procedure breaking it down into steps and verbalizing each step. 2. Allows learners to see how each step fits into the optimal sequence. 3.Learners perform better with series of small steps. Dr.Hassanzadeh

  14. Model for Teaching Procedures • F: Feedback/ Answer Questions 1.Ask for feedback. 2.Allow learner to clarify steps or ask questions. Dr.Hassanzadeh

  15. Thinking points Think about the clinical skills you commonly teach. • Where do you teach them? • What teaching methods do you commonly use? • How do you assess the learning of these skills? • What theoretical models, if any, do you base this teaching and learning on?

  16. What should learners do? Explanation 1.Learner now talks through the skill describing step by step how it is performed. 2.Helps commit the process to memory. Demonstration 1.Learner now performs the skill with the preceptor observing Start by practicing small portions of the skill. 2. Link small portions together. 3. Practice entire skill continuously. Dr.Hassanzadeh

  17. What should a demonstrator do? Feedback 1.Provide feedback. 2.encourage self-assessment. 3.ensure the feedback is non-judgmental and performance- based. 4.start with what you liked, make a suggestion for improvement, end with a positive aspect of the performance. Dr.Hassanzadeh

  18. Allow for practice Allow for practice under less than ideal conditions Dr.Hassanzadeh

  19. When there is difficulty • Learner problem: fine motor coordination. • Inadequate description: not paid attention. • Imprinting incorrect performance. • Improper feedback. • Affective factors: fear, anxiety, sense of skill irrelevance. • Inaccurate learner perception of performance. Dr.Hassanzadeh

  20. Group Activity Dr.Hassanzadeh

  21. Traditional & New Methods Dr.Hassanzadeh

  22. Replacing the Microscope Dr.Hassanzadeh

  23. Microanatomy Florida state university Dr.Hassanzadeh

  24. Observe and Evaluate Dr.Hassanzadeh

  25. Audio Video System • Allows real time and digitally recorded observation Dr.Hassanzadeh

  26. Virtual Reality Dr.Hassanzadeh

  27. Thank You! Dr.Hassanzadeh

  28. Dr.Hassanzadeh

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