Teaching Education a beginners guide Dr Ramesh Mehay

Teaching & Education a beginner’s guide Dr. Ramesh Mehay Programme Director Bradford VTS

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

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

Aims & Objectives I n n 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

Aims & Objectives II Aims & Objectives = purpose = what are you/we trying to do/achieve? n 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 n 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

Aims & Objectives III Aims and Objectives usually fall into 3 domains n n n knowledge skills/competencies attitudes

Content I n n n n 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” Consolidate heavy content stuff with handouts

Content II Linking knowledge to skills Miller’s pyramid Does Shows how Knows

Methodology I Perceptions n What do you see?

Methodology II n n n n There 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

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

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

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

Methodology VI Knowledge n n n Lectures Tutorials Books Journals Electronic information sources

Methodology VII Skills n n n Clinical Practical Consultation Communication Problem solving Research and audit (evaluating and doing)

How do we acquire skills and develop attitudes and values?

Methodology VIII Some learning tools (incl. for attitudes) n n n 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)

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

Methodology X Reflective 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 theories embedded in their routine work. ’

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

Evaluation I FEEDBACK gives you an EVALUATION of n Information about performance or behaviour which leads to action to affirm or develop performance or behaviour ie n to affirm what you do well n to help you develop in areas you do less well

Evaluation II Useful feedback n n n 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))

Evaluation III Receiving feedback n n n n 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

Closure n n n 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 )

Adult learning n learning what’s important to you n applicable in the real world (context) n learner, not teacher, is responsible n learning is self directed n learning is continuous, must adapt to new situations n compare to pedagogic (childhood) learning