This document discusses teaching methods and how to select appropriate methods. It defines what a teaching method is and lists some common methods like lecture, group discussion, demonstration, case study, and role play. When selecting a method, the document says to consider factors like the learning objectives, learning styles, available resources, class size, and time available. It also differentiates between deductive and inductive teaching approaches and provides details on some specific methods like lecture, group discussion, and demonstration.

1.  TEACHING METHODS
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2. After completing this unit, the student will be able to:
 Define teaching method
 Describe factors to be considered in selecting teaching
methods
 Differentiate deductive and inductive teaching approaches
 Discuss commonly used teaching methods with their
definitions, learning domain, applications, and advantages
and limitations
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3. What is teaching methodology?

 A teaching method is a type of instruction, or
practices and procedures of teaching e.g., lecture,
role play, case study, group discussions,
brainstorming, etc.
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4. Selecting teaching methods:
 There are many methods from which to choose
But, the following factors need to be
considered to select relevant teaching method:
1. Appropriateness of Method for Objectives
 Selection of teaching methods requires
consideration of the domain of learning
addressed by the objective
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5. Selecting TM---
 If the objectives are in the knowledge area, selecting a
method related to the skill area will be inappropriate
 For example, different teaching methods will be
appropriate if the objective is for the students to acquire
knowledge than if the objective is to demonstrate mastery
of a skill.
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6. Selecting TM ---
What are the domains of learning? -
review
a) Cognitive (Informational) -Knowledge and
intellectual
component of learning
b) Affective (attitudinal) -Emotional components of
learning
c) Psychomotor (skill) -Physical skills and task
performance
Which teaching methods would be most effective
for each domain of learning?
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7. Con’t…
cognitive affective psychomotor
Lecture
Panel
Debate
presentations
Visual Aids (film,
etc)
Group Discussion
Brainstorming
Reading
Role-play
Simulation
games
Task groups
Forced choice
Role-play
Demonstration
Simulation
games
Video Recording
/ Playback
Case study
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8. Selecting TM ---
2. The selected methods stimulate
Interest and accommodate different
learning styles
 Even the most exciting teaching method
become boring if it is used all the time
 Teachers should try to use a variety of
teaching methods in order to accommodate
different learning styles
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9. What are the learning styles?
Strive
for a
variet
y
visual
Tactile/
kinetic
auditory
Learn via
hearing
Learn via
touching,
doing, and
practicing
Learn via
watching,
seeing, and
reading
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10. t
Learning styles and teaching methods
Learning Style Teaching Methodology
Visual Demonstrations, maps, graphics,
• Individual reading
• Written materials such as PowerPoint slides,
flip charts,
Learning styles and teaching methods
tables and figures
Auditory • Lecture
• Discussion
• Brainstorm
• Question and answer
• Reading aloud
Tactile Demonstration
• Practicum
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11. Selecting TM ---
3. Availability of Sufficient Instructors
 Some teaching methods require more than one
instructor and could pose a problem in a
single-instructor situation
 For example, to use demonstration method
in a class with large number of students you
may need more instructor to break students
in manageable sizes and teach
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12. Selecting TM ---
4. Availability of Resources
 Some teaching methods require
additional materials,supplies,and
equipment
 Determine the type of resources you
need and their availability to
implement a
particular teaching method
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13. Selecting TM ---
5. Availability of Clinical Facilities
 Clinical courses have a need for practice in
clinical sites
 Is client load sufficient to support the
clinical practice requirement?
 Are there adequate quantities of equipment
and supplies at the clinical sites to conduct
the training?
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14. Selecting TM --- Continued
6. The number of students
 Some teaching methods are more appropriate for a small
group than for a large group of students e.g., coaching
 Student s’ group size is basically dependent upon the
available number of instructors, client caseload, and
training facilities
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15. Selecting TM --- Continued
7. The Need for Special Classroom
Arrangement
 Some teaching methods require a special
classroom arrangement e.g., panel discussion
 Not only must the room be able to
accommodate this arrangement, but the
teacher must be aware of the special setup in
advance
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16. Selecting TM
8. Time Available for Teaching
 Will the teaching be conducted as one-hour
period? All day? On job?
 The time available for teaching affect the
teaching method and both teacher’s and
students’ attitude
e.g., teaching that lasts all day can be boring both for
the teacher and students, so using varieties of
methods
will be helpful.
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17. Selecting TM ---
9. The Background of the Students
The teacher must gather sufficient
information about the target
students in order to select the most
appropriate teaching methods.
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18. Teaching approaches:
 Deductive Teaching Approach
 Deductive teaching also known as
direct instruction, refers to giving a definition
of a concept or idea first and then followed by
providing examples
 Deductive teaching is much less ‘constructivist’
 It is based on the idea that a highly structured
presentation of content creates optimal
learning for students
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19. Deductive Teaching ---
 For example, in deductive approach the
teacher gives a definition of depression and
then follow it up with examples of depression
 Examples that do not fit the idea (contrary
case) are helpful in confirming the idea
 Students are given opportunities to practice,
with instructor guidance and feedback,
applying and finding examples of the concept
at hand, until they achieve concept mastery
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20. Deductive Teaching ---
 Most demonstration, “cookbook” skill labs ,
or guided practice (clinical practice) are
deductive in nature
 Students have already been introduced to the
idea in their text or in lecture, and the lab serves to
show them directly and concretely something that
they already know or have been taught
conceptually.
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21. Inductive Teaching Approach
 Inductive teaching is the opposite process to
deductive teaching and more ‘constructivist’
 It is based on the premises that knowledge is built
primarily from a learner’s experiences and
interactions with phenomena
 Inductive teaching involves giving examples
of a concept or idea first and then following it
with a definition or asking and assisting
students to formulate the definition
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22. Common Teaching Methods

23. Common Teaching Methods
• Below is a list of the most common teaching
methods:
1. Lecture
2.Group discussion
3.Demonstration
4.Case study
5. Practicum
6.Role play
7.Simulation
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24. Illustrated Lecture
Also known as interactive lecture
 It refers to verbal presentation of information by
the teacher supplemented with a variety of
questions, interaction, audiovisuals and
instructional materials
Domain of learning addressed by illustrated
lecture:
Primarily cognitive (knowledge)
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25. Structure of the Lecture
1. Introduction
2. Objectives
3. Body of the Lecture
Sections (especially for long lectures)
Examples
 Activities
4. Questions may be asked by teacher and
students throughout
5. Summary/review
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26. Be Prepared for the Lecture!
 Know your material
 Know your objectives
 The goal:
Not to prove how much you know
Rather, to teach some of what you know
 Focus on most important content
 Use handouts and reference materials
for more detail, review, and
reinforcement
 Rehearse the lecture
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27. Illustrated Lecture ---
Advantages:
 Delivers a lot of information in relatively
short period
 Effective for large and small groups
 Teacher maintains primary control of
the
pace of the presentation
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28. Limitations:
 Demands high levels of concentration on
the part of the students and the teacher
 Students interaction may be minimal
 Without questioning and interaction, the
teacher may have a difficult time
determining students’ understanding of
information presented
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29. Group Discussion
 Interactive process of sharing information
and experiences related to achieving a
learning objective:
Domain of learning covered:
 Knowledge
 Attitude
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30. Discussion ….
Why group involvement?
 We retain
10 % of what we read
20 % of what we hear
30 % of what we see
50% of what we hear and see
70% of what we say
90% of what we say and do
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31. Con’t….
 Common techniques of group
discussion:
Brain-storming
Project-work
Symposium
Panel-discussion
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32. Group Discussion ---
Advantage
 Gives students an opportunity to share their knowledge
and feelings on the topic
 The teacher serves as a facilitator
Limitations
 When not properly conducted, may be dominated by a
few students or may move off the topic.
 Students need background information about the topic
prior to participating in the discussion.
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33. 3. Demonstration
 A demonstration is a teaching method that combines oral
explanation with ‘doing’ to communicate processes,
concepts, and facts.
 Domain of learning covered is Skill
 Skill demonstration requires:
◦ Preparation
◦ Introducing the skill
◦ Demonstrating the skill
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34. Demonstration ---
Preparation
 Establish learning objectives
 Analyze task to determine sequence
 Identify equipment and ensure that all of it is working
 Make sure there is adequate space for all students to see
properly
 Make a checklist of all materials, equipment needed for
the demonstration.
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35. Demonstration ---
o Collect materials
◦ Test equipment ahead of time
◦ Rehearse and get feedback
◦ Use actual equipment/patients if possible, or
models if necessary.
◦ Verify need for setting up work stations for
return demonstration
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36. Demonstration
Introducing the skill
 Describe what the skill is and why the skill is
important
 When it should be used
 The objectives of the demonstration
 The steps involved in performing the skill
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37. Demonstration
Demonstrating the skill
 Demonstrate by following the list of steps
 Show the steps using slides or a videotape
 Perform a role play in which a student
simulates a patient
 Use anatomic models to demonstrate a skill
 Demonstrate the skill with simulated or real
patients using whole-part-whole approach
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38. Stages of skill development:
The three stages of skill
development:
1, Skill acquisition
2, Skill competency
3, skill proficiency
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39. Skill acquisition
Students are aware of the skill and know how it should
be performed, but do not always perform it correctly.
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40. Skill competency
 Students perform the skill correctly, but
may not always progress from step to step
efficiently.
 This is the level typically reached in the
education of healthcare providers because
the final level requires practice over time.
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41. Skill proficiency:
This is the last stage of skills
development.
It usually occurs after students graduate
from an academic program and have
practiced the skill over time in their daily
work.
Proficient healthcare providers
consistently perform skills correctly and
efficiently.
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42. Advantage
 Uses several senses: students can see, hear, and
Experience.
 Show how to Operationalize procedures,
techniques, and concepts
 Reinforces comprehension and retention,
stimulates interest.
 Allows for correct modeling of an activity or
procedure an actual event.
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43. Limitation
 Requires good preparation and adequate
space to ensure that all students are able to
see
 Need to allow time for all students to
practice the skill being demonstrated
 Equipment must be in good working order
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44. Case Study
 A case study is a teaching method that
uses realistic scenarios focusing on a
specific issue, topic, or problem
 A real or fictional scenario is presented to
students, followed by discussion questions
related to how to characterize, describe,
and/or act on the situation in the scenario
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45. Case study….
 Students typically read, study, and react to the
case study in writing or during a discussion
Case studies are useful to:
Focus on real-life problems or situations
Develop problem-solving and decision-making
skills
Strengthen students’ ability to apply information
Clarify and expand students’ knowledge
Explore and change attitude
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46. Case Study ---
Domains of learning covered
primarily are:
knowledge
Attitude
 Steps in Writing case study
 Articulate the learning objectives that the
case will address
 Write case details
 Write discussion questions
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47. Case Study
a) Articulate the Learning Objectives
 What do you want students to learn
from the discussion of the case
 Establishing clear learning objectives
will help you to write the case study
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48. Case Study
Examples of learning objectives:
At the end of this case study session, the
student will be able to:
Acquire skill and experience in
developing a nursing plan
Practice diagnosis of STIs
Identify strategies for applying universal
precautions in a facility setting
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49. Case study
Writing Case Study
Provide a clear direction of what to do
Write narrative with details - use a story
telling style
 Include a level of detail similar to what
learners would encounter in a “real life”
situation
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50. Case Study ---
 Sources of ideas for case studies:
 Clinical descriptions, case histories,
actual client or patient records (must
ensure confidentiality).
 Current events, newspaper stories
 True-life accounts, personal stories
 Published cases
 Students’ own questions or
experiences
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51. Advantage
 Participatory teaching method that actively
involve students and encourage interaction
with one another
 Students react to realistic situation directly
related to their future work
 Reactions often provide different views
and solutions to the problem presented
Limitation
 Requires considerable development time
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52. Practicum
Also known as ‘guided practice’
Practicum is a teaching method that offers
opportunity for students to practice or apply
the content learned in the classroom
The teacher guides or supervises the
students as they practice in the clinical
setting.
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53. Practicum…
Domains of learning covered are:
 Knowledge
 Skills
 Attitude
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54. Practicum
Preparation Needed Before Practice Session
 The learning objectives for the clinical session
 Any necessary scheduling changes
 Students’ tasks for that session, including the work
assignments and rotation schedule if applicable
 Assignments to be completed that that Session
 The topic for the post-session meeting, so the students can
prepare cases or look for experiences to share
 Questions related to the session or from previous sessions
 Discussion about how feedback will be provided in the
clinical setting
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55. During the Clinical Practice Session
 Check in periodically with staff
 Coordinate any planned learning activities
 Observe student-patient interaction
 Continue to facilitate skill development via
demonstration and constructive feedback
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56. Advantage
 Provide students with an opportunity to practice
skills and apply knowledge in real setting
 Prepare students for developing and sustain
relationships patients, team members, and others
Limitations:
 Requires intensive planning
 Less effective where there is no clinical
instructor/preceptor
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57. Role Play
 Role play is a teaching method in which
students act out a role in a constructed
scenario in order to learn and practice new
skills and gain new knowledge, attitudes
 It is a technique that requires participants
to perform a task in a realistic situation
simulating real life
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58. Role Play…
Domains of learning covered are:
Attitude
Skills
Knowledge
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59. Characteristics of a Role Play
 Focuses on interactions of people with one another,
functions performed by people under various
circumstances
 Situation or scenario is provided:
Students assigned a role to play (may play themselves
or another person in the situation – e.g., a patient)
Must behave in a way the person in the role they are
playing would behave
 The role players, rest of the class, or both learn something
about the individuals and/or the situation from the role
play
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60. Steps in using role play as a teaching method:
a. Prepare the Role Play
b.Conduct the Role Play
c. Lead de-brief discussion
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61. Prepare the Role Play
 Identify the learning objective(s) you
want the role play to achieve
Be sure you understand the purpose of
the role play: what will the student learn
from it?
 Develop a problem situation or
scenario that is:
Related to the learning objective
Interesting to your students
Suitable for acting
Focused on a typical professional
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62. Prepare the Role Play….
 Draft clear role descriptions and
instructions on how to “play” the role
 Draft de-brief discussion questions
questions should be related to the
learning objective
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63. Prepare the Role Play…
 A simple framework to help you remember what
questions to ask:
(1) What happened? (2) So what? (3) Now what?:
What happened in the role play? What did you
observe? How do you think the patient felt?
Why did the provider ask that last question?
(2) What do you think the provider did well? What
did you learn about how to conduct a physical
exam from this?
(3) How can you apply what you learned? What
will you do differently next time?
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64. conduct the role play
 Introduce the activity and the learning objective of the role play to
the students
 Make sure all participants know what a role play is
 Ask for volunteers to participate in the role play as “role players”
Recognise participants’ concernés or reluctance about doing
the role play
Always ask participants if they are comfortable taking on a
particular role—don’t assume
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65. Conduct the Role Play…
 Brief the players on their roles, and provide written
descriptions.
 Do not let the role players see each other’s role
descriptions
 Explain the scenario to the students who are observing
the role play
 Distribute role descriptions to the audience
 Introduce the role players
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66. Conduct the Role Play…
 Explain that the role players are representing
roles, not necessarily their own attitudes
 Encourage people who are acting to let
themselves feel and act like the characters
 Make sure that all can see and hear well enough
to follow the role play
 Remind the observers what to look for and focus
on as they watch
 Distribute observation checklist if using one
 Ask the role players to perform the role play
 Watch to see if the role players are raising issues
that are appropriate to the main problem
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67. Lead De-Brief Discussion:
“De-brief” the players:
Example: “You are now back as students in
this classroom and are no longer role playing a
client being tested for tuberculosis”
 Thank the role players for their good work
 Begin the discussion
Ask the role players for their thoughts and
reflections about the role play first
Then ask the class for their observations
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68. Lead De-Brief Discussion…
 The de-briefing is the most critical element in the
learning process
 The key learning occurs from the discussion
about what students observed
 After the discussion:
summarize key points or messages related to
the learning objectives of the session
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69. Advantage
 Provides a highly motivational climate, as students
actively take part in a realistic situation
Limitation
 Requires considerable development time in
addition to ensuring that students are prepared to
participate in the role play situation.
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70. Clinical Simulation
 A clinical simulation is a teaching method that presents
the student with carefully planned, simulated patient
management situation
 It is an excellent method for developing clinical decision-
making skills
 Domain of learning covered are:
 Knowledge
 Skill
 Attitude
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71. Simulation…
 Clinical simulations are useful to:
Help students practice responding to
emergency situation in a safe environment
Help student develop critical thinking skills
Assess students’ ability to integrate knowledge,
skills, and attitude into providing care in a
simulated setting
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72. To Create a Clinical Simulation
 Define the objective of the clinical simulation and
the expected outcome
 Based on your objectives, create a patient
scenario that includes the problem, the related lab
and diagnostic results, and possible outcomes for
different interventions (or ask students to present
cases)
 List the questions to be asked about how they
would manage the case and the potential answers
for possible interventions
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73. Con’t…
Advantage
 Provides a highly motivational climate as
students actively take part in a realistic situation
 Allows students to practice a clinical skills
without fear of harming a client
 Limitation
 Requires planning and development time to
ensure simulation is realistic and will provide a
positive learning experience
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74. Thank you!!!
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