How can we teach

effectively?
Ramesh Mehay
Course Organiser, Bradford VTS
Aims

identifylearning 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 Case

learning 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 Feelings

If it arose again what What were you thinking and
would you do? feeling?

Conclusion Evaluation
What else could you What was good and bad
have done? about the experience?

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