tasme: maximising your teaching potential facilitator: catherine haines assistant professor of...
TRANSCRIPT
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TASME: Maximising your teaching potential
Facilitator: Catherine HainesAssistant Professor of Medical Education
University of Nottingham
Aim: To develop confidence and expertise as medical educators
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Objectives: Participants will have the opportunity to develop skills in:
• identifying their current and future development opportunities in teaching
• planning, preparing and delivering focussed explanations
• giving and receiving feedback on their teaching
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Summary and Evaluation – 5 m
Introductions
Learning and Teaching: activating prior learning, where now and where next? 5 m
Pair debriefTwo way communication game: in the head of the learner – 15 m
Trios: give a focussed explanation.
Get some feedback
15m
Whole group discussion
Close
Workshop Begins
Workshop Outline
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Brief outline of workshop activities:• Introductions and pair discussion about current
experience in medical education – (5 mins)
• Pair activity: 2 way communication exercise and debrief discussions– (15 - 20 mins)
• Small group activity, take turns to prepare and deliver 30, 60 or 90 second explanation, with feedback (keep this, try this)– (15 mins)
• Summary, evaluation, close
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What experience do we have here today?
Everyone stand up. Now take a seat if you’ve:• Set exams, been an external examiner,• Been an OSCE assessor• Given a lecture• Run a seminar• Given a conference presentation• Explained something in a clinic/bedside
setting to medical students• Explained something to a patient• Been in a study group• Done some PBL• Done hours and hours (and hours) as a
consumer of teaching, ie: a student or trainee under a range of circumstances
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Teaching optimises Learning
• Learning is …
a change in the ability to do things as a result of
experience
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Practical 1: problems with passive communication
• In pairs: one person face the front, one person, with pen and paper face the back of the room
• You will have 90 seconds to describe a picture to your learner. They must remain silent. They cannot ask you questions. They must try to draw what you describe.
• Reverse the roles and try again with the new picture
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90 second picture 1
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Swap and have another go
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Debrief: two way communication
• In pairs: discuss and compile a list of do’s and don’ts for explaining clearly
• As a whole group, what are the implications for our teaching?
• My 3 golden rules …
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• Tell me ...... I will forget
• Show me...... I may remember
• Involve me.....I will surely learn
Confucius
Active involvement of the learner, increases learning
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Ascertain and activate prior learning
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly”
Ausubel (1968) “Educational psychology: a cognitive view”
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Less is more
Vary the sources of stimulus
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Feedback: make it worth its weight in gold: identify what works, make
suggestions for what could work even better
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Practical 2: making better short explanations
• Form 3s and take turns in each role: explainer, explainee, observer who leads feedback
• Choose who will give a 30 second, 60 or 90 second explanation (try each within your group)
• One minute to prepare an explanation you are likely to give
• Take it in turns to give your explanation• Learner and observer give you feedback:– Keep doing this - next time try this
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Summary circle
One thing you are going to do differently as a result of today?
(ie: what have you learned!)