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Everything you need to know about Medical Education: Well Almost

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Everything you need to know about Medical Education: Well Almost

  1. 1. Everything you need toEverything you need to know about Medicalknow about Medical Education:Education: Well AlmostWell Almost Catherine HydeCatherine Hyde
  2. 2. What shall we do today?What shall we do today? Lesson PlanningLesson Planning  WhyWhy  WhoWho  WhatWhat  How & whereHow & where  How did it go?How did it go? ASSURE modelASSURE model  Analyse learnersAnalyse learners  State objectiveState objective  Select methods,Select methods, media & materialsmedia & materials  Require learnerRequire learner participationparticipation  Evaluate and reviseEvaluate and revise
  3. 3. Why Medical EducationWhy Medical Education  LearnersLearners: undergraduate,: undergraduate, postgraduate, revalidationpostgraduate, revalidation  TeachersTeachers: expansion of teaching,: expansion of teaching, patient education, GP specialisationpatient education, GP specialisation  The wider pictureThe wider picture : increasing: increasing emphasis GMC, MMC, PMETB,emphasis GMC, MMC, PMETB, RCGP, increasing funding & researchRCGP, increasing funding & research (NIHR)(NIHR)
  4. 4. What in MedicalWhat in Medical EducationEducation  Lesson planning: exampleLesson planning: example  A taste of educational theoryA taste of educational theory  A taste of different teachingA taste of different teaching techniques: practical and differenttechniques: practical and different contextscontexts
  5. 5. Lesson PlanLesson Plan  WhoWho: postgraduate trainees: postgraduate trainees high achievers, PBL/experiential learnershigh achievers, PBL/experiential learners  WhatWhat: educational theory (trainee: educational theory (trainee need to understand rationale/need to understand rationale/ evidence – adult learners)evidence – adult learners) : teaching techniques –increasing: teaching techniques –increasing requirement to teachrequirement to teach
  6. 6. Lesson PlanLesson Plan  Where & How:Where & How: classroom (ideally seminar room)classroom (ideally seminar room) small group practical techniquessmall group practical techniques didactic (PowerPoint)didactic (PowerPoint) handout (further reading)handout (further reading)
  7. 7. Why theory - Key QuestionsWhy theory - Key Questions  How do humans learnHow do humans learn  How do doctors practice and learnHow do doctors practice and learn  How do we help students/doctors toHow do we help students/doctors to learn betterlearn better
  8. 8. BehaviourismBehaviourism Pavlov Skinner Classical Conditioning Operant Conditioning (reinforcement)
  9. 9. Pavlov Skinner Classical Conditioning Operant Conditioning (reinforcement)
  10. 10. Humanism – MotivationHumanism – Motivation Maslow
  11. 11. CognitivismCognitivism  How we perceive andHow we perceive and interpret, store andinterpret, store and recall informationrecall information  3 points of information3 points of information on a slide (Miller)on a slide (Miller)  Knowledge is linkedKnowledge is linked (so stimulate recall)(so stimulate recall)  Knowledge and skillsKnowledge and skills develop stepwisedevelop stepwise Which line is longer?
  12. 12. Teaching TechniquesTeaching Techniques  Presentation & LecturesPresentation & Lectures  SkillsSkills  GP surgery:GP surgery: what to choose & what to dowhat to choose & what to do
  13. 13. 3 minutes of3 minutes of presentationpresentation  What was goodWhat was good  http://www.ted.com/index.php/talks/richard_st_john_s_8_secrets_of_shttp://www.ted.com/index.php/talks/richard_st_john_s_8_secrets_of_s uccess.htmluccess.html  Could do betterCould do better
  14. 14. Skills (Gestaltists=ALS)Skills (Gestaltists=ALS)  See oneSee one  Do oneDo one  Teach oneTeach one  See oneSee one  See one in stagesSee one in stages talked throughtalked through  Talk through oneTalk through one observedobserved  Do one observedDo one observed  Practice untilPractice until competentcompetent
  15. 15. GP surgery – TeachingGP surgery – Teaching optionsoptions  Active Learning (Eek!)Active Learning (Eek!)  1 minute preceptor1 minute preceptor  Involve learnersInvolve learners  Talk through techniquesTalk through techniques  FeedbackFeedback
  16. 16. Topic optionsTopic options Doctor: “I asked for you to come to tell you that youDoctor: “I asked for you to come to tell you that you have diabetes”have diabetes” Patient: “I already know. The nurse told me I had mildPatient: “I already know. The nurse told me I had mild sugar diabetes and I had to see you to start somesugar diabetes and I had to see you to start some tablets”tablets” Discuss possible teaching topics
  17. 17. Any Questions?Any Questions?

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