Teaching and Learning for Health Professionals and Peers
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Transcript of Teaching and Learning for Health Professionals and Peers
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Jo Swallow and Peter Searle-Barnes
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Learning ObjectivesUnderstand the approach to teaching and
learning used on the GP schemeUnderstand some educational theoryEffectively plan your presentations / teaching
sessionsLearn different teaching methods and
develop confidence to adapt to personal style Develop skills to keep your teaching
interesting and effectiveLearn about giving and receiving feedback
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Teaching is best done in the lecture theatre / teaching is best done on the job
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Why don’t we just sit you down in rows and teach you all the facts you need to know?
Thoughts……
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And because…..‘Education is about
lighting fires, not filling buckets’(WB Yeats)
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Task-5minsIn twos or threes think of one positive & one
negative teaching experience you may have had as a health professional or student
Choose one of these experiences to summarise and present to the group
Try to include some comments on the role of the teacher in making this effective or ineffective
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2 principles we useConstructivism
Construction – building on your existing knowledge, skills and experience
Context – important to maximise learning, and to apply it
Collaboration working with other people Exploring different
perspectives Understanding that
‘knowledge’ varies with context and with culture
Adult learning Learning what’s
important to you
Learning things which are useful for the real world
Learner, not teacher, is responsible
Learning is self directed
Learning is continuous and adapts to new situations – spiral, not linear
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Discuss:
Apart from facts, what do you need to learn in your training over the next 3 years?
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Areas of learning
Knowledge cognitive domain – recall, evidence base, application
of knowledge,
Skills psychomotor domain (how to do things)
competencies, clinical, practical, communication, problem solving.
Attitudes Affective domain – interest, appreciation,
adjustment, values, beliefs, ethics, personal care for patients
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nMRCGP competencies Communication and
consultation skills
Practising holistically
Data gathering and interpretation
Making diagnoses and decisions
Clinical management
Managing medical complexity
Primary Care administration and IMT
Working with colleagues and in teams
Community orientation
Maintaining performance, learning and teaching
Maintaining an ethical approach to practice
Fitness to practice
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Miller’s Pyramid
KnowsKnowledg
e
Shows How
Knows How
Performance
Competence
DoesAction
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Miller’s Pyramid
KnowsKnowledg
eAKT
Shows How
Knows How
Performance
Competence
CSA
CSA
DoesActionWPB
A
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Brainstorm
What teaching methods which might be useful for your training?
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Acquiring knowledgeLecturesTutorialsBooks Journals Electronic information sources
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Other MethodsLecture 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
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Teaching methods
QuizLecture / presentationCBDProblem based small group learning (PBSGL)Mind mapsMediaGroup tasks (buzz groups etc)Reflective and self directed learning
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Some learning tools used in GPProblem case analysis – things you know you
don’t know
Random case analysis – issues you may not have identified
Significant event analysis – learning from mistakes and near-misses
PUNS and DENS
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Experiential learningExperiential learning
ExperienceExperience
Observe and Observe and reflectreflect
Make abstract conceptsMake abstract concepts and generalisationsand generalisations
Test implications Test implications of concepts of concepts
in new situationin new situation
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Learning from colleaguesSharing knowledge
Sharing resources
Teaching skills
Offering different perspectives
Facilitating reflection
Giving each other feedback
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Teaching Plans-’’My session’’Plan session! MUST be relevant to GP
(timings, activities, resources, materials)Establish learner’s agendaAimsObjectives (link to curriculum statement)Main body of session
Content ActivitiesInteraction
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•Record any learning needs which arise•Review learning outcomes •Summarise and conclude session (plenary)
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Crib sheet on feedback on teaching sessions. Opening – was it effective, was there contact with the audience and were objectives given? Main points – were these clearly expressed and were explanations given clear? Were slides well set out (no more than 5 points) and was there good use of appropriate illustrations? Ending – were the main points re-stated clearly? Was the presentation correctly timed and questions allowed for? Was the content relevant and were questions from the audience appropriate? Was there good interaction with the audience – eye contact, appropriate NVCs Was the speaker audible and clear and tone interesting Were anecdotes or humour used and were technical terms kept to a minimum?
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OVER TO YOU! + Evaluation.learning what’s important to youapplicable in the real world
(context)learner, not teacher, is responsiblelearning is self directedlearning is continuous, must adapt
to new situations
)
Log on to the eportfolio and familiarise yourself with it.