Prof Nagy Sayed-Ahmed

Prof Of Internal Medicine,

Renal Unit

Phase 2 Director

Essential to the practice of medicine –

Knowledge:

Normal and abnormal structure and function

Pathogenesis and epidemiology

Presentation and diagnosis

Prevention and management

Skills:

Clinical method

Basic clinical procedures

Attitudes and Competence needed to practice

medicine as a pre-registration house officer

KnowledgeBiomedical

Contextual

Skills

Intellectual

Communicative

Procedural

Course A Course B Course C

5 Weeks 5 Weeks 5 Weeks

Wk 1

Wk 2

Wk 3

Wk 4

Wk 1

Wk 2

Wk 3

Wk 4

Ind

uctio

n

Induction

Inducti

on

Wk1

Wk 2

Wk 3

Wk 4

Gynecology

Pediatrics8 Weeks

8 Weeks

Gynecol

Gynecol

Gyneco

l

Gyneco

l

Obstr

etr

ics

Obstr

etr

ics

Induction

Obstr

etr

ics

Inducti

on

Pedia

tric

s

Pedia

tric

s

Pedia

tric

s

Pedia

tric

s

Pedia

tric

s

Pedia

tric

s

Pedia

tric

s

OA-1

OA-2

Lecture

Clinical

Seminars

Skills lab/

Clin Training/

others

Knowledge

Understanding

Skills

Lecture

Clinical

Seminars

Skills lab/

Clin Training/

Workshops/ SSC

Knowledge

Understanding

Skills

PBL

Lecture

Clinical

Seminars

Skills lab/

Clin Training/

Workshops/ SSC

Knowledge

Understanding

Skills

PBL

Att

itude

No of StudentsEnvirnment

10 -12 StudentsPBL Groups

10-12 StudensClinical Firms

Whole group (up to 70

students)Clinical Seminars

Whole group (up to 70

students)Skills Lab

Whole group (up to 70

students)Lecutres

PBL

Lectures

Clinical

Seminars

Skills Lab

1. Express that you would like him/her to be more

involved

2. Every few weeks, discuss with him/her how the

PBL group is running.

Is it running smoothly?

What would improve things?

Can your tutor help to make the sessions more

interesting?

3. Don’t ask your tutor to tell you the answers.

4. PBL is an interactive process. Talk about it!

14:00 – 15:30

Afternoon Act

13:30 –

14:00

12:30 –

13:30

10:30 –

12:00

09:00 –

10:00

Day-Off (Except!!)Saturday

PBL-2Clinical

Training

Lecture-

4Sunday

PBL-1Clinical

Training

Lecture-

5Monday

Skills Lab-1Clinical

Seminar-1

Clinical

Training

Lecture-

1Tuesday

SSC/Presentati

on/Lecture

Clinical

Seminar-2

Clinical

Training

Lecture-

2Wednesd

Skills Lab-2Clinical

Seminar-3

Clinical

Training

Lecture-

3Thursday

• Why lecture? When to

lecture?

• Objectives; Opportunities

• Conveying the information

• Student learning outcomes

• Student preparation

• The term “lecture” can encompass a

range of styles, approaches and formats

• Lectures are a most effective option, as

part of a class period, if they have several

objectives that aim to:

– Motivate and challenge students

– Give them insights

– Focus on student learning

Is most successful as a “bookend approach” For

example:

– At beginning of class: Presentation of topics to be

discussed

– 10-12 minute lecture followed by in-class

assignments (individual or group projects) best

suited to work on a specific problem or question

(builds understanding) -

– short discussion of results of assignments

– Short lecture to summarize and highlight key

issues, concepts, or ideas.

Introduces active and collaborative learning

• To arouse student curiosity and motivation to

learn

• To model an approach to specific styles of

thinking: e.g., problem solving, case studies

• To give a skillfully assembled background

knowledge summary that is not otherwise

available

• To adapt very complex, sophisticated, or

theoretical knowledge to one’s students’ level

and needs in a way unavailable in any other

source

“Some people talk in their

sleep. Lecturers talk while

other people sleep” – Albert

Camus

• “My lecture was a complete

success, but the audience was a

failure” – Anon

face the audience, speak clearly, don't

put too much text on a slide.

Body language: not too little and not too much Do not flash the LASER pointer around the hall Eye contact and looking at the whole audience Never turn sideways and spend your

presentation reading the slides (the audience can read!)

Talk slowly but energetically, clearly with a good language

Vary tone, pitch and volume of your voice Occasional pauses to emphasize a point

Present too many ideas in too short a time Use overheads or a new technique at an

important meeting Turn away from audience and simply read your

slides Make distracting or inappropriate movements Be over-confident, pompous, arrogant Use too many slides too rapidly Answer the question in a dismissive or

confrontational manner Run over your allotted time

• Pacing (time for processing)▪ – the average number of items that can be held in short-term

memory is 7 (±2) [Miller, 1956)

• Attention span: about 15 minutes (Healy, 1991) • Information:

– structured in a logical fashion

– Demonstrably meaningful to students (importance of context to learning)

• Content: 2 or 3 key concepts or points • Focus of instructor: intended learning outcomes

Focus on memorization of words, formulae, and theories rather than building relationships and connections

– Characterized by:

• Excessive amount of course material

• Assessment methods that emphasize recall

• Poor or little feedback on progress

Ability to organize understanding in a coherent whole rather than a set of disassociated facts

– Encouraged by

• A choice over content and study methods

• Teaching methods that build on existing knowledge and experience

• Active involvement by students in their learning

• Long-term engagement (by both student and instructor) with the subject

Adopting whichever approach will maximize the grade

– Surface approach if exams reward memorization of disparate facts

– Deep approach: Holistic understanding of key ideas and how these apply in different circumstances if assignments are carefully designed

Mix text slides with pictures, graphs and table whenever possible

Resist the temptation to put too much text to ensure that you do not forget to say anything crucial

Too much text:

too small font to be seen,

too may words for the audience to digest

Color and animations: not too much

Apply a simple consistent format and color scheme Have the same heading on each slide

Do not use > 5 colors except for histograms or graphs

Use large type size (25-50) Avoid large gaps between text lines Use short punchy statements Do not use more that 8-10 words/line Do not use > 6-8 bulleted points/slide

Although the slides form the backbone for your talk, it is the way you present and discuss your arguments that is likely to win over an audience

You may wish to practice:

Alone in front of a mirror

Ask a colleague or your boss to watch you and comment

Use a clock or watch and adjust according to time

Slides should have short titlesUse uniform capitalization rulesPut very little text on a slide;

avoid text completely if you canPut no more than one idea per

slide

Don't use small fontsDo not put useless graphics on

each slide: logos, grids, affiliations, etc.

Spell-check. A spelling mistake is an attention magnet

Prefer an image to text: Use suggestive graphical illustrations as much as possible

The figures should be as schematic as possible (i.e. no overload of features)

don't use too many different colors. Have high-contrast colors.

Real photos are much more effective during the core of the talk

Do not use fancy animation effects if not necessary.

Use thick lines in drawings (e.g. 1 1/2 points or more).

OK, enough about content

Back to presentation Have pictures on the

slides Even if they are irrelevant They help wake people

up And give their eyes and

brains a rest

If you have line drawings, make the lines two pixels thick

One-pixel lines are perfectly legible But the thicker lines look better It took me five years to figure this out

•At any speed, not everyone will get everything•Some people will fall off the bus•Some will doze off•So have many synchronization points along the way•When someone gets lost, they can start over fresh at the next synchronization point•If you use this strategy, even slower people will learn more

The conclusion may contain a take home message which is often the main thing people will remember

Let the audience know that your finishing by thanking them for their attension

Have a good conclusions slide:

put there the main ideas, the ones you really want people to remember.

Use only one "conclusions" slide.

The conclusion slide should be the last one. Do not put other slides after conclusions, as this will weaken their impact.

I hope you were amused But I meant every word

Thank the questioner for his comments if appropriate even if they looked aggressive or unfair

In case of difficult questions, answer concisely while thinking over

Do not make long rambling statements which you have not thought through clearly

Unsure of your Answer: say so and perhaps highlight areas where further work needs to be done

You may sometimes wish to redirect a tough question toward a more specialized member of the panel or audience as a last resord

Forgetting to go to the bathroom beforehand

a meeting in which you

receive information on and

training in a particular

subject. : a class offered to a

small group of students at a

college or university .

Cover your target points.

Know your audience

Time your seminar

effectively

Find a good location

Anticipate questions.

A Sub-Batch of students studying in

the same rotation (Same course)

40-80 students

Coming form multiple areas

Start by clinical evacuation

Then pick your objective from the

students

Manipulate with Discussion

The sub-batch is classified into groups of students

A group of 6-12 students (a firm) with a clinical tutor

The same course of study

Clinical Areas: Clinical Ward

Outpatient Clinic

Operative Theater

Endoscpy Room

Procedural Room

Clinical or Interventional Lab

All students involved in a wardround

Students are allocated to beds and are asked to

perform certain tasks:

History taking

Partial history taking

General Examination

Local Examination

Reviewing and interpreting Investigational data

Reviewing Therapeutic Monoeuvers

?? Involved in an invasive examination or Therapeutic

Gather your firm and perform a group discussion

Do not:

Collect the students in a room and give a

lecture

Leave the students to have a go in the

clinical area without being supervised

Restrict the discussion to one case that the

students will not be involved in interaction

Restrict the training to rare or interesting

cases without showing the typical cases

Failure of Tutoring

The tutor comes very late or

does not show at all

The \tutor spends the time in

searching for the proper area

or the proper cases

What do the students do if the tutor

does not show?

Confirm with the secretary: the exact

clinical area and the tutor

Hold on for 10-15 minutes

Contact the tutor (if his mobile is available)

Contact the chief tutor (if available)

If these options did not work!

Work in the clinical area by your own; but

avoid any intrusion or invasion and be very

polite.

Watch the residents, the house officers and

nurses doing their jobs.

Talk with the patients, look in the files, review

data, etc.

Join other groups or other tutors

Distribute the group with other groups; but let

the secretary know to record your

attendance.

I hope you were amused

But I meant every word

Prof Nagy Sayed-AhmedProf of Internal Medicine

Mansoura University