Facilitating Learning – Part I Facilitating Learning – Part I

• By : Dr Malik ZabenBy : Dr Malik Zaben

MD, PhD, MRCSMD, PhD, MRCS

Facilitating learningFacilitating learning• The teachers toolkitThe teachers toolkit

• The lecture and teaching with large groupsThe lecture and teaching with large groups

• Learning in small groupsLearning in small groups

• Teaching and learning in the clinical Teaching and learning in the clinical contextcontext

• E-learningE-learning

Choosing a teaching methodChoosing a teaching method

The teachers toolkitThe teachers toolkit

• Presentation toolsPresentation tools

• Simulated patientsSimulated patients

• Video clipsVideo clips

• Online informationOnline information

• Computer-based learningComputer-based learning

• networkingnetworking

Learning contextsLearning contexts

• Lecture theatre

• Practical laboratory

• Clinical skills centre

• library, resource centre /computer suit

Classroom context Clinical context

• Hospital ward• Ambulatory care•Community• Specialized setting

The student or the trainee The student or the trainee

• Number of studentsNumber of students

• Background of studentsBackground of students

• Sophistication in relation to new Sophistication in relation to new technologytechnology

• Facilities for independent learningFacilities for independent learning

Take home messageTake home message

• There are many things to consider when There are many things to consider when choosing an educational tool form the choosing an educational tool form the wide range of instruments availablewide range of instruments available

• Think about the expected learning Think about the expected learning outcomes, the local context and the needs outcomes, the local context and the needs of the students. of the students.

Essential Skills for a Medical Teacher by R.M. Harden, 2012

The lecture and teaching with The lecture and teaching with large groups large groups

The use of lecturesThe use of lectures

• Most commonly usedMost commonly used

• Medical students get 1800 lectures during Medical students get 1800 lectures during their studytheir study

• A few may be memorableA few may be memorable

• It has stood the test of the timeIt has stood the test of the time

• Economical and efficient Economical and efficient

Problems with lecturesProblems with lectures

• Passive learning experiencePassive learning experience

• Can be learnt better from text bookCan be learnt better from text book

• difficult to followdifficult to follow

• Content relevance Content relevance

When to use lecturesWhen to use lectures

• Large group of studentsLarge group of students

• Introduction to difficult topicsIntroduction to difficult topics

• Advancing an area of knowledgeAdvancing an area of knowledge

• To provoke thought and discussionTo provoke thought and discussion

Delivering a good lectureDelivering a good lecture

• Get some facts in advanceGet some facts in advance

• Think about the content and structureThink about the content and structure

• The introduction to the lectureThe introduction to the lecture

• Visual aidsVisual aids

Getting factsGetting facts

• What are the outcomes in the curriculumWhat are the outcomes in the curriculum• What the students already knowWhat the students already know• Establish whether the lecture is one in a Establish whether the lecture is one in a

series on the subjectseries on the subject• Find out about the venue Find out about the venue

Content and structureContent and structure• Plan contents for a lecture that the Plan contents for a lecture that the

students would like to hearstudents would like to hear

• Create a title for the lectureCreate a title for the lecture

• Consider how you wish to structure the Consider how you wish to structure the lecturelecture

• Choose the style of lecturing your most Choose the style of lecturing your most comfortable with comfortable with

The introduction to a lecture The introduction to a lecture

• Spend sometime preparing your Spend sometime preparing your introductionintroduction

• The first few minutes are the most The first few minutes are the most valuablevaluable

• Try to capture attentionTry to capture attention

• Have an engaging startHave an engaging start

Visual aidsVisual aids• Used to reinforce and emphasize Used to reinforce and emphasize

important pointsimportant points• Used to vary the pace of lecturingUsed to vary the pace of lecturing• E.g:E.g:1.1.Video clips of case studiesVideo clips of case studies2.2.Check for typosCheck for typos3.3.Make sure all students can see Make sure all students can see

Tips on lecturing Tips on lecturing

Engaging the audienceEngaging the audience

• Introduce questions at various stages Introduce questions at various stages

• Brainstorming sessionsBrainstorming sessions

• Introduce or build your presentation Introduce or build your presentation around a case discussion or a patient around a case discussion or a patient

Closing of the lectureClosing of the lecture

• As important as the introductionAs important as the introduction

• Summarize the main conceptsSummarize the main concepts

• Prepare the students for further lecturesPrepare the students for further lectures

• Leave them with something to think aboutLeave them with something to think about

Take home messageTake home message• Lectures can make a valuable contribution Lectures can make a valuable contribution

to the education program to the education program

• Careful needs to be given t roles and how Careful needs to be given t roles and how they can be delivered they can be delivered

Essential Skills for a Medical Teacher by R.M. Harden, 2012