Teaching learning methods mci revised basic course workshop curriculum aetcom module

Change the way you
teach and they learn!
Dr. Arindam Ghosh
Associate Professor
Biochemistry
IQ City Medical College, Durgapur
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Dr.Arindam Ghosh, Associate
Professor, Biochemistry, IQ City MC.

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Learning Objectives
 Knowing the various teaching learning
methods.
 Application of suitable of suitable
methods to various competencies.
 Improving existing method of teaching
and learning to impart better quality of
Medical Education.
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Teaching Vs Learning?
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Broad Classification
Methods for Large Group
Teaching
Methods for Small Group
Teaching
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Large Group
 Lectures
 Practical
 Brain Storming
 Quizzes and Short Answers
 Computer Aided Teaching
 Clinical Case Discussion
 Debates and Seminars
 Buzz sessions
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Small Group
 Small Group Discussion
 Doap Session
 One-to-one discussion,
 Buzz groups,
 Brainstorming
 Role playing
 Horseshoe
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DOAP (Demonstration-
Observation - Assistance -
Performance)
 A practical session that allows the
student to observe a demonstration,
assist the performer, perform in a
simulated environment, perform under
supervision or perform independently
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Skills Lab
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What are the problems of didactic
lectures?
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Problems of a didactic lecture….
Learners are passive
No feedback
Students' attention wanes quickly
Boring unless well prepared
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Information forgotten quickly
Presumes that all students learn at same pace
No modification of attitudes
Not suited for higher orders of thinking & motor
skills
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Research shows…..
People :
Listen for only 15 - 20 minutes without break
Learn more when given opportunity to process
Retain more if use information immediately
after learning
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Need is … to increase participation
Make students more interactive
Strive for a “30% / 70%” split
30% lecture/ 70% active discussion
Will it be possible always ?
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Interactive teaching methods
For Large Groups:
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Putting questions to the
audience:
‘are there any questions?’
Silence
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Questions can stimulate interest
Arouse attention in students
Teacher’s way should be non-threaten
He or she should wait for a response of the
student
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Write a question on paper and turn it in, you
can then address some or all of these in a
relatively anonymous and non threatening
way
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Interactive lecture requires….
 Teacher Facilitator who has to
 modify lecture content to:
 allow discussion
 make change of pace
 receive and solve students’ queries
 capable for above without loss of flow or
content
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Interactive teaching is suitable for …..
a) Large class
b) Small class
c) Both
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Please remember….
 number of students in class does not
determine application of interactive lecture
 very small groups can be non-interactive,
and
interactive techniques can be applied in
large class
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Benefits of interactive teaching and
learning:
1) Active Involvement
2) Increased attention and motivation
3) Higher Level of thinking
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Media for large group:
Computer presentation systems e.g.
PowerPoint
Handouts
‘Blackboards’ / Greenboards / Whiteboards
Overhead projector
35-mm slide projector
Interactive board
Videos (short segments) 3/26/2019 34

PowerPoint presentation:
Select Colours that Have High Contrast. ...
Pick Fonts that are Large Enough. ...
Use Bullet Points. ...
1-6-6 Rule: 1 slide - one main idea
Six bullet points
Six words per bullet
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Handouts:
Written material
Students participate more in thinking about
the concepts
Rather than writing down every word of the
lecture
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Audio Visual Aids:
Flip charts and white boards allow for the creation
of diagram which is very helpful in medical
science.
Multimedia and computer assisted learning also
promotes interaction.
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Brain Storming:
Invites answers to a question or problem from
the audience and writes them, without comment
Answers are used for the next part of the lecture
or to give students an idea of where they are
before they move on
By writing answers, allow the students to learn
from each other 3/26/2019 38

Quizzes and Short Answers:
Quizzes or short answers can be used at
the beginning
or
End of a class to provide a "check-up" on
learning to summarize the information
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Computer Aided Teaching:
Interactive teaching in a large group
can be done with the help of computers.
An alternative approach is the use of
flash cards.
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Clinical Case Discussion:
This is a very common method used by
medical teachers.
Increases interest and promotes problem
solving.
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Debates and Seminars:
Debates – students in two different sides of the
issue
Seminars – after completion of one topic.
Increased attention in students and thus
increasing inter activity
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Buzz Group:
The full group subdivided into small groups
One specific problem / issue
Intense discussion
Response
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Why Buzz ??
It mimics the sound of people in intense
discussion!
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For small groups:
One-to-one discussion,
Buzz groups,
Brainstorming
Role playing
Horseshoe
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One-to one discussion:
Used with a group of almost any size
Useful as an ‘icebreaker’ when the group first
meets
Enhance listening skills
Used to discuss controversial or ethical
issues
Feedback
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Role playing:
 Teaching interpersonal and communication
skills, particularly in areas with a high
emotional content
 Helpful in changing perceptions and in
developing empathy
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Horseshoe groups:
Common practice in workshops - lecture and
discussion formats
Groups are arranged around tables, with each
group in a horseshoe formation with the open
end facing the front
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Benefits of small group:
Active participation
Face-to-face contact
Purposeful activity
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Media for teaching small groups:
Electronic mail (e-mail) to communicate with
one or more students
Electronic discussion groups (Whatsapp)
Conferencing techniques using computer,
sound and video.
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Summary
 Large Group
◦ Lectures
◦ Practical
◦ Clinical Case
Discussions
◦ Bed Side Clinics
◦ Skills Lab
 Small Group
◦ Group discussions
◦ DOAP sessions
◦ Skills lab
◦ Bed side clinics
◦ Practical
◦ Problem cards
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Teaching learning methods mci revised basic course workshop curriculum aetcom module

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