Education in Palliative and End-of-life Care - Oncology

1. The EPEC-O TM Education in Palliative and End-of-life Care - Oncology Project The EPEC-O Curriculum is produced by the EPECTM Project with major funding provided by NCI, with supplemental funding provided by the Lance Armstrong Foundation.

2. EPEC - OncologyEducation in Palliative and End-of-life Care - Oncology Teach 2: Teaching Skills II

3. Overall Message Match the teaching method with the learning objectives

4. Objectives • Describe effective use of small-group case-based teaching • Describe effective use of role play • Describe effective use of slides as part of the lecture

5. Video

6. Lecture • Efficient for transferring knowledge • Can reach large numbers of people • Good for auditory learners • Best if its on a topic of interest to the attendees

7. Limitations of lecture • Passive learning • No chance for feedback from audience • Assumes everyone learns the same way, at the same rate

8. Make lectures active • Slides (for the visual learners) • Cases (to show why its important) • Videos (to change the pace and make it more relevant) • Ask questions of the audience • Rhetorical (no answers) • A few comments • Audience responses systems • Ask them to discuss (‘buzz groups’)

9. Small GroupCase-based Teaching

10. Small group teaching • A discussion with a purpose • Not an open-ended, unintentional interaction • Not a lecture in a small group.

11. Small group teaching goals • To promote understanding and reinforce knowledge • To apply knowledge • To foster critical thinking and problem solving • To exchange ideas and encourage self-directed learning

12. Advantages of SGT • Active involvement by the participants • Application to clinical practice • Peer support and expertise • Feedback and reinforcement

13. Limitations of SGT • High moderator-participant ratio • Potential discomfort with this teaching method • Increased costs

14. Using cases effectively . . . • Remember the goal of using the case and make your objectives clear • Provide participants with a series of questions to guide the discussion • Try to promote a sense of “mystery”

15. . . . Using cases effectively • Build on the case to illustrate other relevant issues • Consider different ways of presenting the case • Provide supplementary readings and materials

16. Common problems • Encouraging everyone to participate • Keeping the group members interested • Dealing with group silence • Dealing with “dominant” or “silent” members • Getting through the material without lecturing

17. Small group teaching skills . . . • Setting the Stage • Accomplishing the Task • Summarizing the Activity

18. . . . Small group teaching skills Setting the Stage • Plan ahead • Convene the group • Develop a mutually acceptable agenda • Create a non-threatening environment

19. . . . Small group teaching skills . . . Accomplishing the Task • Actively involve all group members • Question effectively • Listen and reinforce

20. . . . Small group teaching skills Accomplishing the Task • Provide limited but relevant information • Focus the group on the task at hand • Observe and identify the group’s behavior

21. Using role playsfor teachingand learning

22. Role plays A drama in which a number of participants are asked to portray a particular character, but no lines are learned. McKeachie, 1986

23. Why use role plays? • To stimulate interest and increase motivation for learning. • To promote skill acquisition through practice and feedback. • To develop empathy. • To bring about attitude change.

24. When to use role plays . . . To Teach: • Interviewing and communication skills • History-taking skills • Working with “difficult” patients or “difficult” situations

25. . . . When to use role plays To Teach: • “Affective” issues • The difference between “thinking” and “doing”

26. Potential limitations • Role plays can be artificial. • Role plays can promote anxiety. • Role plays can become too “emotional”. • Students can “over-identify” with their roles.

27. Designing role plays . . . • Base the role play on a real situation. • Use prepared scripts whenever possible. • Make sure that the goals are clear. • Give enough details to “set the stage”.

28. . . . Designing role plays • Make the role plays brief – to make a point. • Leave room to allow participants to “make up” what they don’t know. • Maintain a balance between structure and spontaneity.

29. Conducting role plays . . . • Set the stage. • Assign the roles. • Clarify the goals and context of the role play. • Prepare the setting and conduct the role play.

30. . . . Conducting role plays • “Debrief” the players. • Discuss major themes and issues. • Summarize key points.

31. Innovative applications • “Fishbowl” • 1-2, 1-2 • 1-2-3, 1-2-3

32. The “Bottom Line” • Specify the objectives. • Make it “real”. • Debrief the players. • Summarize the major themes.

33. Effective VisualPresentations

34. Using EPEC-O slides • As they are • Animated • Making them your own • Keep the background, title page • Attribute the source • Note what you have modified

35. What medium to use • LCD Projector • Slides • Overheads Page Setup

36. What’s the message • A simple thought • A very complex thought that seems to run on a bit but has something to say • Too much text in one line that doesn’t get the message across simply or clearly because Walsh, and others, have shown in a sample size of 3,456 oncologists randomized to two study groups and stratified on the basis of age and practice that slides that have too much text are irritating!

37. Clarity • Key point / line • Simple words • Build ideas • Cues, not full thoughts

38. Simple construction •  6 words / line •  30 characters / line •  6 lines / slide

39. Projection •  1 slide / minute • Don’t read • Except “quotes” • Address the audience • 1 person, 1 thought

40. Font . . . • Arial Font • Times New Roman • Brush Script MT • Comic Sans MS • Antique Olive Compact

41. . . . Font • Arial Font • Times New Roman • Brush Script MT • Comic Sans MS • Antique Olive Compact

42. Font size • 16 point – can you read it? • 20 point – can you read it? • 24 point – can you read it? • 28 point – can you read it? • 32 point – can you read it? • 40 point – can you read it? • 48 point – can you read?

43. Line spacing . . . • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs?

44. . . . Line spacing . . . • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs?

45. . . . Line Spacing • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs? • How much space is enough between lines or paragraphs?

46. Color . . . • High contrast • Receding background • Foreground stands out • Sets the mood • Sets the image (corporate)

47. Color  Emotion . . . • Red heightens emotions • Warning, danger, financial loss • Blue calms • Conservative approach

48. . . . Color  Emotion • Green stimulates interaction • Shows growth • Pink + powder blue • A nursery • Orange with black • Halloween

49. Color . . . • 2-3 colors / slide max • Test colors • LCD projector variation • Sample slides

50. Key point 1 Key point 2 Key point 3 Key point 4 Key point 1 Key point 2 Key point 3 Key point 4 Color . . .