Promoting Multiprofessional Education in Maternity Care: Effective Teaching Methods

1. Teaching Methods (including small groups) Promoting multiprofessional education and development in Scottish maternity care

2. Lectures Tutorials Discussions Workshops Skills teaching / demonstration Reflective practice Case reviews Scenarios Clinical teaching Teaching methods

3. Universal structure forall teaching Set Dialogue Closure

4. Set Preparation of learning material– knowledge, context, rehearse Lesson plan– aims, objectives, summary, assessment and reading Making the session work – environment (physical, psychological, psychosocial)

5. Instructor: Knowledge Enthusiasm Attitude Empathy Size of group Style of teaching Candidate: Previous knowledge Intellectual skills Motivation and interest Level of anxiety Expectations Preferred learning style Other determinants ofsuccess of teaching session

6. Dialogue: Content Presentation skills - getting started, keeping in touch with audience Teaching aids - position, posture, voice, visibility Encouraging candidates to interact - using strategies such as open and direct questions, thought showers, buzz groups

7. Closure: Clear and unequivocal • Questions • Summary – take home message • Termination

8. Small group teaching Encourages students to organise their thoughts and test ideas Different formats or different topics Set, dialogue and closure Effectiveness of Interactive learning ???? 75 % vs Didactic 10%

9. Advantages Oral skills enhancement Communication Co-operation Teamwork Diplomacy

10. Closed discussions: Controlled Knowledge focused Demonstration of candidate understanding Open discussions: Divergent Free discussion No clear answers Learn through participation Discussion groups Some discussions start open and move to closed format in order for the instructor to achieve teaching outcomes

11. Hints • Plan carefully - establish ground rules • Seating - eye-to-eye contact • Present the topic • Do not give the answers but assist the discussion • Ensure all candidates can participate • Use your personality to facilitate

12. Skills teaching • Small groups – usually best for teaching clinical skills (encourages discussion) • Skills station – combines acquisition of psychomotor skills and discussion • Use basic principles of teaching • Set, dialogue and closure

13. Skills teaching: 4-stage approach • Instructor demonstrates skill in silence • Instructor demonstrates skill with commentary • Instructor demonstrates skill and learner provides commentary • Learner demonstrates skill and provides commentary (All learners practice) Benefit - Utilises individual senses and repetition

14. Demonstrations and Role Play • Illustrate Points • Visual reinforcement • Allows candidates to understand what is expected of them • Should be controlled • Not to demonstrate instructors expertise • Provide accurate feedback • Proactive • Encouraging • Manage time flow • Closure

15. Role play and Scenarios • Role Play – used when instructor wants candidates to experience something in a ‘real’ but safe situation • Scenarios – form of improvised role play using a clinical case, real equipment but a manikin or a live model

16. Things to remember • In role play and scenarios candidates are either participants or audience, never just passive observer • Always feedback and debrief • If using equipment, know how it works and check it before starting

17. Any Questions?

18. Summary • As an instructor you are expected to be able to work in different teaching formats to suit the topic • Set, Dialogue and Closure applies to all methods • If unsure ask your Course Leader as Instructors also need to continue to learn

19. “To teach is to learn twice.” • (Joseph Joubert, French Philosopher, 1754-1824)