choosing a teaching method for objectives & competencies

1. CHOOSING A TEACHING
METHOD FOR OBJECTIVES &
COMPETENCIES
Dr Satyajit Saha
MBBS, MD, ACME

2. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
OBJECTIVE
Classification of various TLM
Advantage & limitations of each
Appropriateness in setting of various
objectives & competencies- workshop

3. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
CLASSROOM TEACHING
Lecture
Small Group
discussion
Seminar
Debate

4. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
LAB BASED TEACHING
Model
based
Labs
Mannequin
Cadavers

5. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
BED SIDE CLINICS
Bed side
Clinics

6. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
E- TEACHING
E-Classroom
Online Portals

7. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
TEACHING STRATEGIES CLASSIFICATION
 Teacher controlled teaching(autocratic, monologue
teaching) eg Lectures
 Interactive procedure of teaching ( Democratic, dialogue
teaching) eg Group discussions
 Learning controlled teaching ( self study, lassies – fair
teaching) eg SDL,PBL
 Group controlled teaching ( Action oriented, democratic
teaching) eg GCI
 Clinical teaching method

8. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
TEACHING LEARNING METHOD ACCO
TO INSTRUCTIONS
Mass Instruction:
• Traditional lecture
• Mass-practical class
• Educational broadcasts
• Film & video presentation
Individualised Instruction
• PBL
• Mediated self instruction
Group based Instruction
• Class discussions
• PBLs, seminars Group tutorials;
• TBL, TAL, PAL, games and simulations
• Group projects

9. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
ROLES IN TEACHING LEARNING METHODS
Teaching Learning Method Role of Teacher Role of Student
Mass instructions Controller. Traditional
expository role
Largely passive. Little scope of
interaction. Pace & depth
decided by teacher .
Group Based Instructions Organiser of group activity.
Facilitator.
Active. Responsible for own as
well as each others learning.
Dependent on interaction.
Pace and depth controlled by
others.
Individualised Instructions Producer/ manager of
learning materials. Tutor &
guide. Provides support
needed.
Active. Responsible for own
learning. Individual students
can control the depth & pace
of study

10. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Lecture
Presentation
of organised
thoughts &
ideas
Serves as a
good
of giving
information
Addresses a
large group
of student
One
Speaker
Learning
Domain
AddressedC
OGNITIVE
(K)

11. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Symposium
Presents
various
aspects of
one problem
Addresses
different
aspects of a
problem
Addresses
large group
Multiple
Speaker
One
chairman
Learning
Domain
AddressedC
OGNITIVE
(K)

12. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Seminar
Discusses a
problem in
depth
Expert
member
guides the
discussion
No
audience
Multiple
researcher/
people with
same
thought
Learning
Domain
AddressedC
OGNITIVE
(K)

13. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Group
Discussion
Aims at
solving/addre
ssing a
problem
Face to face
exchange of
mutual
discussion
No
audience
5-10
individuals.
Learning
Domain
AddressedC
OGNITIVE
(K)

14. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Focussed
Group
Discussion
Aims at an
organised
discussion of
a problem
Obtains
several
perspective
of the same
problem
Gives
insight to
peoples
shared
understandi
ng
Selected
group of
individuals
Learning
Domain
AddressedC
OGNITIVE
(K)

15. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Divided into small
groups
Individuals work in a
group
Finally some plan
come out in solving
a particular
WORKSHOP
Learning Domain
Addressed
COGNITIVE,
PSYCHOMOTOR,
AFFECTIVE

16. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Project
Investigation
and solutions
Different
goals to
understand
Practical unit
of activity
with
educational
value
Learning Domain
Addressed
COGNITIVE (KH),
PSYCHOMOTOR

17. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
ROLE PLAY
Learning Domain
Addressed
PSYCHOMOTOR,
AFFECTIVE

18. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
The recent MCI guideline has directed to have 40 hours
in SDL. As you are now equipped well, after the rBCW
training, have been asked to formulate a plan for
guided SDL.
1. What is SDL?
2. How does SDL differ from other methods of
learning?
3. How would you implement SDL among
undergraduates in your department?
4. Outline the advantages & disadvantages of SDL.
5. Outline the difficulties you may face during
implementation of SDL among undergraduates.

19. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
PROBLEM BASED LEARNING
Problem
Ideas
Knowledge
Learning
issues
Course of
action
Learning
Domain
Addressed
COGNITIVE (KH)

20. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
What to Know Memorise
Problem assigned to
see use of knowledge
Problem assigned
Identify what is to be
known
Learn & apply knowledge
to solve problem
Traditional Learning
Problem Based Learning

21. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Phase 1
Preparation
Phase 2
Readiness
Assessment
Phase 3
Application
Pre-class
Study
Materials &
Individual
study
Individual
test.
Group test.
Class
Discussion.
Further
application.
TEAM BASED LEARNING

22. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
TEAM ASSISTED LEARNING

23. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
Gross Anatomy
of Heart
Surfaces
Borders
Coronary
circulation
Coronary
Artery
Cardiac
Veins
Applied of
Cardiac system
Irregularities
in blood
supply
Irregularitities
in nerve
conduction
Team A Team C
Team B
Team A2
Team A1
Team C2
Team C1
Team B1
Team B2
Anatomy
of Heart
Group 1
A1’,B1’,C1’
Group 2
A2’,B2’,C2’

24. RBC WORKSHOP
ON MEDICAL
EDUCATION
TECHNOLOGIES
THANK YOU