This document discusses choosing appropriate teaching methods based on learning objectives and competencies. It categorizes teaching methods as large group instruction, small group instruction, and individualized instruction. Large group methods like lectures are controller by the teacher while small group and individual methods engage students more actively. Specific methods are described like lectures, symposiums, panel discussions, seminars, group projects. The document also discusses limitations of different methods and how to match objectives in cognitive, psychomotor and affective domains to methods like lectures, practical labs, simulations, role plays to teach competencies like diagnosing malaria.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
Interactive and innovative teaching methodsGagan Kaur
Interactive and innovative teaching methods- Medical Education. This power points highlights how we can make our teaching better in terms of teaching IMG
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Interactive and innovative teaching methodsGagan Kaur
Interactive and innovative teaching methods- Medical Education. This power points highlights how we can make our teaching better in terms of teaching IMG
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
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it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings
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http://sandymillin.wordpress.com/iateflwebinar2024
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3. TEACHING LEARNING METHOD
ACCORDING TO INSTRUCTIONS
Large group
Instruction:
• Traditional
lecture
• Symposium
• Panel
discussion
• Mass-practical
class
• Film & video
presentation
Small group
based Instruction
• Group
discussions
• PBLs, seminars
• TBL, TAL, PAL,
games and
simulations
• Group projects
Individualised
Instruction
• PBL
• SDL
4. Teaching
Learning
Method
Role of Teacher Role of Student
Large group
instruction
•Controller
•Traditional
expository role
•Largely passive.
• Little scope of
interaction.
• Pace & depth decided
by teacher .
Small group
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.
Individualise
d
instructions
•Producer/ manager
of learning
materials.
•Tutor & guide.
•Active.
•Responsible for own
learning.
•Individual students can
control the depth & pace
of study
6. Limitations
Passive learning- relatively ineffective
in stimulating thoughts and problem
solving abilities
Not effective in teaching skills or
changing attitudes
Teacher needs lecturing skills of high
calibre.
Pace mismatch
Difficult to assess learners learning
7. SYMPOSIUM
A series of speeches by 2-5 experts on
various aspects of a topic under a chairman
Talk is short (10-25 min) and to the point
Audience is passive
No discussion between speakers
COGNITIVE (K)
8. Limitations
Chairman has no control over
speakers
Can be repetitions
Different aspects of the problem
presented simultaneously
10. Panel discussion
involves
Instructor
Moderator
Panelist
Audience
• May not be in a
Iogical manner
• May not cover all
aspects
• Skilled moderator
needed
Limitations
11. SEMINAR
Multiple researcher/ people with same
thought
Discusses a problem in depth
Expert member guides the discussion
No audience COGNITIVE (K)
12. GROUP DISCUSSION
• Small group (5-20 )
• Faceto face mutual interchange of ideas
• More than random unstructured conversation
• Hasa method and structure
• But can be informal & democratic
• Aproblem to be solved/ a decision to be
made COGNITIVE
13. WORKSHOP
Divided into small
groups
Individuals work
withinthe group
under achairman
and recorder
Finally some plan
comes out in
solving aparticular
problem
15
COGNITIVE
PSYCHOMOTOR
AFFECTIVE
14. 17
Project based learning
Apractical unit of activity with
educational value
Aimed at one or more definite
goals of understanding
Involves investigation & solution of
problems COGNITIVE (KH)
PSYCHOMOTOR
AFFECTIVE
15. Roleplay
• For acquiring Skills
or Attitude &
Communication
• Only for small
groups
• Time consuming
18
PSYCHOMOTOR
AFFECTIVE
23. TLM according to place of study
Classroomteaching
1. Lecture
2. SmallGroupdiscussion
3. Seminar/ Debate
4. Roleplay
Bedside clinics
1. Ward round
2. Casebaseddiscussion
3. Casestudy
Labbased teaching
1. Practicallab
2. Skilllab (including Dissection)
3. Realobjects& specimen
4. Model & simulators
E-teaching
1. Distancelearning
2. Self-directed learning
24. TLM according to domains
Cognitive Psychomotor Affective
Lecture
Panel
discussion
Symposium
Seminar
Group based
learning
Bed side clinics
Practical labs
Simulations
DOAP sessions
Workshop
Role play
Video /Movies
Workshop
Project based
learning
28. Objectives Domain TLM
1. Describe the etio-
pathogenesis of
malaria
2. Discuss the
clinical
features of
malaria
Knowledge Lecture: PowerPoint –
video
Small group discussion
( paper case study)
Bedside teaching
Perform and interpret
a malarial smear
Psychomotor Practical lab (DOAP):
draw blood /make smear
/ stain / microscopy
Counsel the patient
on malarial
prevention
Attitude &
Communication
Role Play / Field Trip/
Project
Example of , Jaundice : anatomy of liver, types of jaundice &diagnosis of jaundice. Pathophysiology, treatment or management
OR Inborn errors of metabolism: carb,lipid,protein etc
Instructor : chooses the panelists and schedules the PD
Moderator: interacts with the panelists, summarises the topic at the end, must be skilled
Eg. Workshop on PCR and RFLP / laboratory diagnosis of Covid 19
workshop on counseling the mother on complimetary feeding practices/ lifestyle modification for obesity / post covid complications
KAP towards Malaria preventive measures or covid 19 safety protocols in a community (affective)
Alteration of BP i different postures in healthy individuals (psychomotor)
Good laboratory practices
Electives before 3rd MBBS part 2 …research or community projects
Breaking a bad news
Counseling for lifestyle
Form of SDL with a facilitator in a small group
Problem based learning • Small group learning• Self study materials• Self and peer evaluation• Projects
