APPROVED CLINICAL INSTRUCTOR WORKSHOP

1. APPROVED CLINICAL INSTRUCTOR WORKSHOP Teaching and Learning Strategies

2. LEARNING STYLES • Defined as “. . . a specific pattern of behavior and/or performance the learner utilizes in approaching learning experiences.” • Also defined as “. . . the way information is processed, retained, and utilized.” • Sarasin, LC. “Learning style perspectives.”

3. Learning… • Characteristics • Interaction with the learning environment • Behaviors • How students learn and want to be evaluated • Methods • Indication of students’ learning style

4. SUCCESSFUL LEARNING • Adaptability • Teaching style and learning style interaction • Understanding of various learning styles

5. STUDENT / INSTRUCTOR “STRESS” • Lack of congruence between teaching and learning styles • Produces negative outcomes • skills are not learned • decrease in student’s confidence • student appears to lack interest • student appears to lack knowledge

6. PRODUCTIVE LEARNING ENVIRONMENT • Congruence between teaching and learning styles • Creates productive learning environment • student feels comfortable • student willing to take learning risks • student does not fear failure

7. Sensory visual auditory kinesthetic Expressive individual group oral written sequential global LEARNING STYLE CATEGORIES

8. THE VISUAL LEARNER • Holistic approach to learning • Abstract thinker • Imitative approach to learning

9. THE AUDITORY LEARNER • Learn by listening to lectures • Learn through discussion • Self vocalization

10. THE KINESTHETIC LEARNER • Learn by “doing” • Learn by “experiencing “ • Requires a combination of stimuli

11. THE INDIVIDUAL LEARNER • “Thinker” • Introverted approach to learning • Self-motivated

12. THE GROUP LEARNER • “Socialite” • Interactive approach to learning • Motivated by others

13. THE ORAL LEARNER • “Talker” • Expressive

14. THE WRITTEN LEARNER • “Writer” • Learn by writing information

15. THE SEQUENTIAL LEARNER • “Organizer” • Structured approach to learning • Attention to detail

16. THE GLOBAL LEARNER • Unstructured approach to learning • Realistic approach to learning

17. THE 5 ESSENTIAL TEACHING ELEMENTS • Comprehension • Transformation • Instructional performance • Reflective evaluation • New comprehension

18. COMPREHENSION • Understanding what is known • Acknowledging what is unknown

19. TRANSFORMATION • Relating information into teachable format • Requires careful preparation • Requires awareness of different learning styles

20. INSTRUCTIONAL PERFORMANCE • Congruence between teaching and learning styles • Innovative and varied teaching approaches

21. REFLECTIVE EVALUATION • Assessment of student performance • Assessment of teacher performance • Determines teaching effectiveness

22. NEW COMPREHENSION • Teacher gains new knowledge • Direct result from the teaching experience

23. Transition from didactic setting to clinical setting Emphasis on the psychomotor domain Psychomotor skill acquisition distinguish set guided response mechanism complex overt response adaptation origination INSTRUCTION OF CLINICAL PROFICIENCY SKILLS

24. PSYCHOMOTOR SKILL ACQUISITION • Distinguish • student is able to visually identify the basic components of various skills • Set • student assumes the physical position to perform a skill • Guided response • student duplicates the skill demonstrated by the instructor

25. PSYCHOMOTOR SKILL ACQUISITION cont. • Mechanism • student responds to feedback from the instructor • Complex overt response • student is able to coordinate individual maneuvers into a complex task

26. PSYCHOMOTOR SKILL ACQUISITION cont. • Adaptation • student modifies the technique to obtain the best response • Origination • student develops new maneuvers

27. SUCCESSFUL CLINICAL LEARNING ENVIRONMENT • Student is actively involved in the clinical learning process • Student is actively engaged in the clinical learning process • Student is acculturized

28. QUESTIONS???