MEU WORKSHOP

Teaching Learning Methods

Learning is an highly individualized process that depends on multiple factors.

Efficient learning may therefore be facilitated

The role of teachers is to facilitate learning.

Intrinsic • student driven

• Past experiences,

• relevance of learning to their future

Extrinsic

• Assessment – important impetus to learn

• Many modifiable factors may have a negative influence and include distractions, physical discomfort and attitude of teachers

The teacher or facilitator is one of the most important variables in the educational environment

It is easy to learn attitudes including poor attitudes

Attitudes are learnt thro’ observation of those in relative seniority or power

Transmitting- lectures, reading materials,

memory devices ( pass on)

Instructing- active learning, mini-lecturing,

collaborative teams (train, teach)

Coaching- mentorship, job shadowing, demos,

role plays

Facilitate problem based learning, project based

learning (make possible or make easy)

Large group teaching

Small group teaching

Individualized teaching

Experiential Teaching

Lecturing is one of the oldest forms of large group teaching

They are efficient means of transferring knowledge, explain concepts to a large group

Can be used to stimulate interest and direct student learning

Lecture can be properly prepared and organized to meet the needs of the audience

Teachers can assimilate a large amount of information and can present it concisely

Faculty who are interested, with good language and communication skills can make lectures very interesting and a good learning experience

Preparation for the lecture is very important

Objective of the lecture should be clearly defined

In beginning it is a good idea to summarise the previous lecture

Indicate the major themes of the present lecture

Wrap up the lecture by summarizing the salient points

Getting feedback is an useful exercise

During the lecture encourage students to interact

Give clinical examples

Ask questions

Get students to ask questions

Break monotony

Advantages Disadvantages

Careful, lucid presentation of material.

No better than a given instructor on a given day. Can’t accommodate individual differences well (so participant attention often wanders).

Participants see professional mind at work.

Learner is passive. No scope for students to critically appraise acquired Knowledge

Effectively conveys "low-level" information and skills.

Not effective in teaching Skills and Changing Attitudes.

Accepted format by educational community (teachers and students).

Limited opportunity for questions (and one person’s questions often not of interest to others).

Economical. Practice opportunities relatively limited; feedback often slow.

Lectures

Small group discussions plays a valuable role in the all-round education of students

Includes

◦ Problem based learning

◦ Tutorial

◦ Seminar

• Small group teaching • Improves presentation skills

• Improves listening skills

• Working as a team

• Chance to monitor their own learning

• This requires active participation of all group members

• Tutors have a tendency to become prime talkers

It consists of a small group of students and a tutor who discuss, interact and clarify regarding a previously prepared topic

Ideal for groups of 10-15 students

A clinical case or a problem can be used as a starting point

All aspects are discussed in detail by the students among themselves and with the tutor

Preparation: Students must be informed about the topic

Reading prior to the tutorial

Participation in the tutorial – active by contributing and passively by listening, observation etc

Allows instructor to be responsive to each participant.

Learner interacts and participates.

Tutoring one’s peers results in greater learning for the tutor.

Inefficient, takes much time.

Facilitator or tutor with a group of 10-15 well read students

Presentations are breifly made by each participant or some participants which is pre-determined

Further active learning occurs during the discussions that follow

• Advantages• Easy to implement, good compromise with

many of advantages of large groups, small groups, and individualized instruction.

• Makes for congenial learner-learner interaction without need for facilitator trained in group activities.

• Learners are often active participants, making presentations on specific topics.

• Especially useful for workshops or groups meeting informally or infrequently.

Disadvantages Not as cost-effective as small groups,

individualized instruction, or lectures in situations for which these formats are best suited.

Groups must be small for effectiveness. Requires motivated, interested participants

for lively sessions.

PBL is a learning process that is centred around the discussion and learning that emanates from a clinically-based problemPBL is a

It uses a clinical problem to stimulate discussion and identify learning issues by a small group of students

It facilitates self directed learning based on the educational needs of an individual

Presentation of clinical material as thestimulus for learningenables students to understand the relevanceof underlying scientific knowledge andprinciples in clinical practice.

the process of acquiring new knowledge based on recognition of a need to learn

arriving at decisions based on prior knowledge and reasoning

Is Problem based learning same as

Problem solving

Problem based learning

Problem solving

Knowledge - basic and clinical content in context

Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning

Attitudes - value of teamwork, inter-personal skills, and psychosocial issues

Encourages self learning

Allows the student to tackle puzzling situations

Helps students to identify gaps in knowledge in relation to the problem

Development of other skills like doing an appropriate literature search, critically appraise available knowledge

Development of social skills such as Interact in small groups

Increases responsibility to self and others

Make effective presentation

An ideal PBL is open ended

Hence could be time consuming

Present University curriculum does not support PBL format of learning

Read the

trigger

Identify learning issues

Research-Learn(2-7 days)

Return-Reread-Report-

Review

Brainstorm-

hypothesize

Next trigger

EVALUATE

Internship

Clinical posting

Learner initiated projects

Participation in research

THANK YOU