Teaching

1. Teaching 3P session 4

2. Introduction The aim of this tutorial is to prepare you for delivering a lively 10 minute micro-teaching session to around 10 of your peers and two GP tutors on the Academy day. You choose the content, but it should relate to your 3P patient. This tutorial is divided into 5 sections, each covering an important aspect of developing your teaching session that you will deliver to your colleagues. Each of the 5 sections includes and activity to enable you to practice your teaching skills. There are 15 slides in total. During the check-in session with your GP, they will ask you three things about what you have learned from this tutorial

3. Introduction To get you in the mood, let’s look at some examples of learning theories. Task 1 See what you can find online about behaviourism and constructivism in learning. Each student should take it in turns to search (or you could use a smartphone as well as the computer) and present your findings to each other.

4. Behaviourism has it’s origins in the early 20th century when people thought that they could explain human behaviour by studying animal behaviour. The work involved animals responding to stimuli eg Pavlov’s famous dogs who learnt to salivate at the sound of a bell associated with food. This Stimulus-Response model of learning is very powerful. I’m sure you can remember an unpleasant experience that put you off something for life. Behaviourism is often viewed as a didactic school of teaching. If behaviourism is a didactic process, constructivism is more about the active construction of knowledge based on past experience and the learners interpretation. The learner is not a blank slate and brings with them their own prior knowledge and interprets new knowledge in their own individual way.

5. Stage 1 - Objectives The first stage that we will look at is objectives. At the start of the teaching session it is important to state what your learning objectives are for the learners. It tells them what they need to be able to do by the end of your teaching session. As well as explaining what you are teaching, it is important to explained why you are teaching it. The objectives of this e-learning you are doing are: • Describe the key stages involved in designing a micro-teaching session • Demonstrate an achievement of these outcomes through delivery of a micro-teaching session on the Academy Day

6. Stage 1 - Objectives Examples could include: • Teaching inhaler technique • The mechanism of action of a particular drug • What is Cognitive Behavioural Therapy (CBT) • How to perform the Epley manoeuvre • How to identify sepsis Task 2 Think about the patient you visited at home in week one. Think of an aspect of the case that you found particularly interesting and would like to develop a micro-teachings session on. Think about what you will teach, but also why it’s important for your fellow students to know about it. Write these ideas down in your 3P Workbook.

7. Stage 2 – Breakdown the teaching into chunks Breaking down what you are trying to teach into it’s component parts helps you to see the different areas of the topic that you may need to focus on. Task 3 Imagine that you are trying to teach someone to make a cup of tea. Sounds simple doesn’t it? Now try breaking it down into it’s component parts. What are all the stages involved in making a cup of tea?

8. Stage 2 – Breakdown the teaching into chunks Task 4 Now apply this to the aspect f your patient that you would like to teach. Create a list in your 3P workbook of all the component parts.

9. Stage 3 – Presenting the chunks in a logical orders Once you’ve identified the component parts of what you are going to teach, it’s time to decide on the most logical order to teach them in. Task 5 Look at the list of component parts you have created in your workbook. Think about how you might structure these into a logical order. Remember you only have 10 minutes – you may not be able to include all of the component parts.

10. Stage 3 – Presenting the chunks in a logical order Find a way to make what you are teaching memorable. In this session we’ve illustrated each of the stages with an exercise. Task 6 Look at each of the component parts that you’ve identified and think of an activity that you might want to include to try and make that step particularly memorable.

11. Stage 4 – Assessing Understanding How will you know that the students you are teaching have understood what you have taught them? We’re assessing your understanding of this session by asking your GP tutor to ask you a few questions, by reviewing the workbook and through your delivery of the micro-teaching session.

12. Stage 4 – Assessing Understanding Examples could include: • Asking the learners to demonstrate inhaler technique to each other. • Asking the learners to identify AF on an ECG • Asking the learners to draw the anatomy of the middle and inner ear. • Practice explaining Cognitive Behavioural Therapy (CBT) to each other. Task 7 Think about how you will check that your learners have understood what you have taught them.

13. Stage 5 – Where now? Having delivered the teaching, it is important to show the learner where they can go to further develop their learning. In its simplest form, this could be a list of further reading. However you could develop this further to include a task list. For example, if you had taught about spirometry, you could signpost the learners to a concise spirometry guide as well as including a task list that includes observing diagnostic spirometry being undertaken. Task 8 Returning to the topic you are teaching, think of what further resources you might be able to signpost your learners to.

14. Stage 5 – Where now? If you are interested in finding out more about medical education, have a look at the following resources. ABC of Learning and Teaching in Medicine – this is available as an e-book from the university library at http://bristol.ac.uk/is/ The Association for the Study of Medical Education (ASME) has a junior branch for medical students (JASME) https://www.asme.org.uk/jasme

15. You should now have a clear idea of how you can deliver your 10 minute micro-teaching session. If you have time left over, start to create any materials that you might want to use in your teaching session. This could be creating PowerPoint Slides, it could be creating a video or website. You maw wish to create a play. We would encourage you to be as creative as you wish in designing your micro-teach session. You will be provided with feedback on your teaching by the GP tutors but this is not a formal assessment.