How can we teach

effectively?

Aims

identify

learning objectives
introduce some educational theory
Increase your repertoire of
teaching skills

The Educational Cycle

Assess Needs

Design Assessment

Set Objectives

Decide Methods

Part One Defining the A&Os

What do they need to know?
What are the aims and objectives
of the session?

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 dont 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)

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)

Part Two Domains of Learning

What are we trying to teach?

What are we trying to teach?

K.S.A.

knowledge
skills/competencies
attitudes

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

Part Three Educational Theory

What principles and philosophies in
education might help with our
teaching?

JoHaris Window

JoHari Again

Linking knowledge to skills - Millers

pyramid

Does
Shows how
Knows how
Knows

Experiential learning (Kolb)

concrete

experience
observation, reflection
formation of abstract concepts and
generalisations
testing implications of concepts in
new situations

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 (Schn,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)

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

Adult learning = androgogy

learning

whats 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

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

Part Four teaching methods

How else can we do it?

Acquiring knowledge
Lectures
Tutorials
Books
Journals
Electronic

information sources

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

Difficult Cases

THE REFLECTIVE CYCLE (Gibbs 1988)

a very useful tool for teaching.
Description
What happened?

Action plan
If it arose again what
would you do?

Feelings
What were you thinking and
feeling?

Evaluation
What was good and bad
about the experience?

Conclusion
What else could you
have done?

Analysis
What sense can you make of
the situation?
Gibbs (1988)

GROUP WORK

What Makes a Good Teaching

Session? (LAST SLIDE)

Tailored to learners learning style

Dependent on learners 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