Teaching and Learning with our Peers

1. Teaching and Learning with our Peers

2. Which do you agree with most?

3. Learning Objectives • Understand the approach to teaching and learning used on the GP scheme • Understand some educational theory • Effectively plan your presentations / teaching sessions • Learn different teaching methods and develop confidence to adapt to personal style • Develop skills to keep your teaching interesting and effective • Learn about giving and receiving feedback

4. Task-5mins In twos or threes think of one positive & one negative teaching experience you may have Choose one of these experiences to summarise and present to the group What did the “teacher” do to make this effective or ineffective?

5. Why don’t we just sit you down in rows and teach you all the facts you need to know?Thoughts……

6. And because….. • ‘Education is about lighting fires, not filling buckets’ (WB Yeats)

7. 2 principles we use:Constructivism • 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

8. 2 principles we use: 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

9. Discuss….What are you going to have to learn or want to learn on the rest of your GP training scheme….

10. 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

11. Areas (Domains) of learning

12. Areas (Domains) 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

13. Miller’s Pyramid Action Does Performance Shows How Competence Knows How Knowledge Knows

14. Miller’s Pyramid WPBA Action Does CSA Performance Shows How CSA Competence Knows How Knowledge AKT Knows

15. What do the assessments test? AKT – DOPS – MSF-- PSQ –

16. What the assessments test AKT – mostly knowledge DOPS – mostly skills MSF, PSQ – mostly attitudes, some skills and knowledge CSA exam, miniCEX, COT, CbD, CSR – test integration of all three

17. Task…

18. Brainstorm: • What ways of teaching/learning can you think of? • For knowledge • For skills • For attitudes

19. Acquiring knowledge • Lectures • Tutorials • Books • Journals • Electronic information sources

20. Other Methods

21. Teaching methods Quiz Lecture / presentation CBD Problem based small group learning (PBSGL) Mind maps Media Group tasks (buzz groups etc) Reflective and self directed learning

22. Some learning tools used in GP Problem 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

23. Experiential learning

24. Experiential learning Experience Test implications of concepts in new situation Observe and reflect Make abstract concepts and generalisations

25. Experiential learning (Kolb) • concrete experience • observation, reflection • formation of abstract concepts and generalisations • testing implications of concepts in new situations

26. Teaching a dog to whistle

27. To put it another way:

28. Aims & Objectives • Important for any session you do • Good starting point – focus • RCGP Curriculum statements may help • Make the session relevant to General Practice

29. Aims & Objectives • What is an aim? • What is an objective?

30. Aims & Objectives Aims are general statements of what is to be achieved “better insight into management of COPD” Objectives are specific statements of what is to be learned at each stage. “understand the different therapies and their step line use” (GOLD)

31. Objective • Task or Behaviour – stated with action verbs • Conditions – under which task is performed • Criteria – by which to judge the outcome • SMART

32. Lesson Plans- “My session’’ • Plan session! (timings, activities, resources, materials) • Establish learner’s agenda • Aims • Objectives (?link to curriculum statement) • Main body of session • Record any learning needs which arise • Review learning outcomes • Summarise and conclude session (plenary)

33. Learning from colleagues Sharing knowledge Sharing resources Teaching skills Offering different perspectives Facilitating reflection Giving each other feedback

34. Crib sheet on feedback on teaching sessions.

35. Task • Plan a session on dementia to give to your colleagues

36. Dementia session: Plan!! • Think… (timings, activities, resources, materials) • Establish learner’s agenda • Aims • Objectives (?link to curriculum statement) • Main body of session • Record any learning needs which arise • Review learning outcomes • Summarise and conclude session (plenary)

37. What matters…. • learning what’s important to you • applicable in the real world (context) • learner, not teacher, is responsible • learning is self directed • learning is continuous, must adapt to new situations

38. OVER TO YOU!