TASME: Maximising your teaching potential

  

Facilitator: Catherine HainesAssistant Professor of Medical Education

University of Nottingham 

Aim: To develop confidence and expertise as medical educators

  

Objectives: Participants will have the opportunity to develop skills in:

• identifying their current and future development opportunities in teaching

• planning, preparing and delivering focussed explanations

• giving and receiving feedback on their teaching

Summary and Evaluation – 5 m

Introductions

Learning and Teaching: activating prior learning, where now and where next? 5 m

Pair debriefTwo way communication game: in the head of the learner – 15 m

Trios: give a focussed explanation.

Get some feedback

15m

Whole group discussion

Close

Workshop Begins

Workshop Outline

Brief outline of workshop activities:• Introductions and pair discussion about current

experience in medical education – (5 mins)

• Pair activity: 2 way communication exercise and debrief discussions– (15 - 20 mins)

• Small group activity, take turns to prepare and deliver 30, 60 or 90 second explanation, with feedback (keep this, try this)– (15 mins)

• Summary, evaluation, close

What experience do we have here today?

Everyone stand up. Now take a seat if you’ve:• Set exams, been an external examiner,• Been an OSCE assessor• Given a lecture• Run a seminar• Given a conference presentation• Explained something in a clinic/bedside

setting to medical students• Explained something to a patient• Been in a study group• Done some PBL• Done hours and hours (and hours) as a

consumer of teaching, ie: a student or trainee under a range of circumstances

Teaching optimises Learning

• Learning is …

a change in the ability to do things as a result of

experience

Practical 1: problems with passive communication

• In pairs: one person face the front, one person, with pen and paper face the back of the room

• You will have 90 seconds to describe a picture to your learner.  They must remain silent.  They cannot ask you questions.  They must try to draw what you describe.

• Reverse the roles and try again with the new picture

 

90 second picture 1

Swap and have another go

Debrief: two way communication

• In pairs: discuss and compile a list of do’s and don’ts for explaining clearly

• As a whole group, what are the implications for our teaching?

• My 3 golden rules …

• Tell me ...... I will forget

• Show me...... I may remember

• Involve me.....I will surely learn

Confucius

Active involvement of the learner, increases learning

Ascertain and activate prior learning

“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly”

Ausubel (1968) “Educational psychology: a cognitive view”

Less is more

Vary the sources of stimulus

Feedback:  make it worth its weight in gold: identify what works, make 

suggestions for what could work even better

Practical 2: making better short explanations

• Form 3s and take turns in each role:  explainer, explainee, observer who leads feedback

• Choose who will give a 30 second, 60 or 90 second explanation (try each within your group)

• One minute to prepare an explanation you are likely to give

• Take it in turns to give your explanation• Learner and observer give you feedback:– Keep doing this  - next time try this

Summary circle

One thing you are going to do differently as a result of today?  

(ie: what have you learned!)