The document outlines key learning objectives for effective clinical teaching, emphasizing the importance of planning and understanding various learning theories. It highlights the experiences of both doctors as teachers and students as learners, presenting effective techniques and methods for conducting successful teaching sessions. Additionally, it discusses the experiential learning cycle and offers practical guidelines for preparing teaching materials and engaging students.

1. PLANNING TEACHING
SESSIONS
Shameena Tamachi
PAL Manchester

2. Learning Objectives
1. To review the strengths, challenges and
common problems associated with clinical
teaching
2. To gain an awareness of how doctors teach
and how students learn
3. To understand the importance of planning
4. To learn techniques for creating effective
teaching sessions

3. Reflecting on past experiences
1. Describe a teaching session
which you found to be
particularly effective.
2. Describe any problems
you’ve had in a teaching
session and why you found
this session to be
problematic.
3. What do you think makes
for a well-planned teaching
session?

4. How doctors teach
• Most are enthusiastic
• Few receive formal training
• Assumption that if person has
in-depth knowledge of a
particular subject, they will
be able to teach it
• Effective clinical teachers use
several, perhaps overlapping,
teaching techniques

5. How students learn
• Several theories of
learning are
relevant
• Understanding the
learning process
will help clinical
teachers to be
more effective

6. Theories of learning

7. Behaviourism
• Learner is a “clean slate”
• Behaviour shaped through
positive and negative
reinforcement
• Traditional approach to
medical education
• Works if automatic behaviours
required, e.g. ATLS
• Pavlov (1903), Skinner (1953)

8. Cognitivism
• Metaphor of mind as a computer
• Mental processes, e.g. thinking, memory,
problem-solving, need to be understood
• People are rational beings that require active
participation in order to learn
• Miller (1956), Mayer (1998)

9. Constructivism
• Learning is an active process
• New information linked to past knowledge
• Teacher = facilitator
• Social interactions are important for learning
• Vygotsky (1962), Lave & Wenger (1991)

10. Humanism
• Learning = personal act to fulfil one’s potential
• Learning is student-centred and personalised
• Teacher = facilitator
• Social and cognitive needs are key
• Goal is a self-actualised learner in
a cooperative and supportive
environment
• Maslow (1943), Kolb (1983), Rogers (1994)

11. Kolb’s Experiential Learning Theory
• A cyclical process linking concrete experience,
perception, cognition and behaviour
• Learning enhanced with sound, logical theory
• Learner benefits from practical applications of
theory
• Learners learn better with “hands-on”
experiences
• Learning enhanced when learner able to
observe and collect wide range of information

12. Experiential Learning Cycle
(Kolb 1984)
PLAN
THINK DO
OBSERVE

13. Using Experiential Learning Theory
– A Case Study
The situation: Six, third
year medical students
are required to learn
physical examination of
patients with
musculoskeletal
problems. This clinical
teaching is taking place
in the community, and
three patients with signs
of RA are recruited for
the teaching session.

14. Using Experiential Learning Theory
– A Case Study
How is the session executed?
1. Planning – brainstorming activates prior knowledge
2. Experience – students examine patients in pairs
under supervision of tutor
3. Reflection – feedback and discussion provides
opportunities to elaborate knowledge
4. Theory – didactic input from teacher links practice
with theory
5. Planning – “what have I learned?” and “how will I
approach a patient next time?”

15. The 5 Ps
“Proper planning prevents poor performance.”
Set

16. Environment
• Arrive early
• Set up room appropriately
• Check all equipment
• Bring back-up
• Check there are pens for whiteboard/flipchart

17. Set
• Setting of presentation is established in first
30 seconds
• If this is done effectively you will get people to
tune in
• Key points to get across are usefulness,
content, objectives and role of participants

18. Dialogue
• You may want to divide participants into pairs
or small groups
• Ask open and closed questions
• Involve as many different participants as
possible
• When wrapping up ask for any final questions
• Summarise at very end

19. What is the
appropriate level to
pitch the
presentation?

20. Resources
Don’t forget “LIGHT”…

21. “LIGHT” = 5 basic principles
of creating teaching materials
• Links – obvious and direct
to your talk
• Intelligible – easy to
understand and to learn
from
• General style – be
consistent
• Highlighting – emphasise
important points
• Targeting – find out which
knowledge and skills your
students already have

22. Are there any final questions?

23. Summary
• Understanding the learning process will help
clinical teachers to be effective.
• Planning provides structure and context for
both teacher and students, as well as a
framework for reflection and evaluation.
• Following the 5 basic principles of creating
teaching materials will help in avoiding
common problems with presentations.

24. Thank you for your attention.