Teaching @ classroom Rajin Arora, MD, RTCOG, Dip in Med Ed (Dundee)
Advance organizer Learning theory How do we teach @ classroom? Lecture Small group learning.
“A lengthy monologue promotingmemorization of factualinformation with little emphasison understandingand application” JA Dent
“Process bywhich notes of ateacher become notes of astudent withoutpassing through the minds of either.” M O’Donnell
“No sleep is so deeplyrefreshing as that which, during lectures.” PB Medawar
Merits of lecture Overview Stimulate student’s interest Recent research development Case presentation Authoritative speaker Time/ Cost efficiency.
How to do effective lecture? Use concrete examples to illustrate abstract principles Give handouts of the lecture slides, with space to write notes Give handouts with partially completed diagrams and lists Use multiple activities along the way.
How to do effective lecture? Good presentation skills Use questions to guide and assess understanding Problem-oriented VS classical model “Say what you are going to say, say it and say what you have said” .
Merits of small group learning Student-centered learning Participation Sense of belonging Authentic to adult learning Deep learning Understanding Reflection Criticism.
Merits of small group learning Promote generic skills Problem solving Interpersonal Communication Social & team-working Presentation Professionalism Awareness of different views Attitude of tolerance.
Key success to small group Size 8-12 Tutor Facilitating skill Preparation Enthusiasm Student Preparation Participation Study skills.
Key success to small group Study guide development Resources Time Room Student/ tutor ratio Educational climate Feedback.
My small group sessions Seminar group round Student fills up study guide before class Case-based discussion @ class Contraceptive card game.
Grasha-RiechmannLearning StylesCompetitive compete with other studentsCollaborative believe they can learn by sharing ideas and talentsAvoidant uninterested and/or overwhelmed by what happens in classParticipant eager to take part in class activitiesDependent need structure and supportIndependent like to think for themselves and work alone. Grasha AF, 2002
Grasha Teaching Styles http://www.longleaf.net/teachingstyle.htmlExpert• transmitter of informationFormal Authority• sets standards and defines acceptable ways of doing thingsPersonal Model• teaches by illustration and direct exampleFacilitator• guides and directs by asking questions, exploring options, suggesting alternativesDelegator• develops students ability to function autonomously. Grasha AF, 2002
More opportunities to practice Clinical skills sessions Problem-based learning/ problem-solving sessions Clinical teaching sessions @ wards @ OPD @ community-based Support group For students For tutors.