The document discusses problems in current medical education approaches and proposes alternative teaching-learning methods. It notes that traditional lectures often provide too much information with not enough time for learning. Effective learning occurs when education answers students' questions, relates to patient care, and does not take too much time. The document advocates for self-directed, active learning approaches like problem-based learning and emphasizes learning uncertainty and questioning received wisdom.

1. Teaching learning methods
Rakesh Biswas MD, Professor,
Department of Medicine, People's
College of Medical Sciences,
Bhopal, India,
Medical education workshop
People’s College of Medical Sciences
21st October 2008

2. Problems in Medical Education:
Too much information,
too little time,
too many students in crowded rooms, and
exams that discourage real learning.
Advan. Physiol. Edu. 31: 283-287, 2007

3. How we learn/learnt…
When we were medical students…
And now…are we still learning or just
teaching?

4. Teaching learning theory in medical
education suggests that medical students
and physicians will learn best when learning
 Is
in the context of patient care,
 Answers their questions,
 Is not directly applicable to their work,
 Does not take too much time.

5. 
“Half of what you are taught as medical students
will in 10 years have been shown to be wrong.”
And the trouble is none of your teachers know
which half.”
So the most important thing to learn is “how to
learn on your own”.
Dr. Sydney Burwell, Dean Harvard Medical
School In: Evidence based medicine, Sackett et
al, 2000: 31

6. Top down and bottom up
Approaches to teaching learning in
Medical education

7. The old way of learning, was
knowing what you should know.
BMJ 2003;327:1430-1433

8. Now the way of learning is knowing
what you don't know, not feeling
bad about it, and knowing how to
find out.
BMJ 2003;327:1430-1433

9. Uncertainty was discouraged and
ignorance avoided.
Now, uncertainty is legitimized and
questioning encouraged
BMJ 2003;327:1430-1433

10. Medical education was learning by
humiliation, with naming, shaming,
and blaming. Now, students are
encouraged to question received
wisdom.
BMJ 2003;327:1430-1433

11. Active learning means:
1) increasing study activity during exam
time
2) learning as a self directed student
generated participatory activity
3) Studying must know factual content
and topping exams
4) Learning and accepting the content
offered by teachers

12. Teaching/learning methods
Mass instruction
(Conventional lectures and taught lessons;
Film and video presentations;
Educational broadcasts; mass practical work
Individualized learning
(Directed study of texts, study of open-learning
materials; mediated self-instruction; PBLs.)
Group learning
(Class discussions; PBLs, seminars; group
tutorials; games and simulations; group projects;
etc.

14. Traditional structured text book
learning
Background
…is a …disorder characterized by
increased…
Pathophysiology
…is an acquired abnormality that involves
the…
History
The clinical manifestations of … are

15. PEOPLE”S COLLEGE OF MEDICAL SCIENCES
DEPARTMENT OF MEDICINE
SESSIONAL EXAMINATION

Time: 3 Hours
Max. Marks: 100
 Answer all questions
Answer each section in a separate answer book.
SECTION – ‘A’
1) A 37-year-old lady, has come with 3 months history of
generalized ill health and a dragging sensation in her left
hypochondria. On examination her spleen is massively
enlarged.
a) What are the possible causes?
b) Describe investigations and treatment.
(4+3+3)

16. Differentials:
 Myeloproliferative
 Infections
 Storage
disorders
 Hemolytic anemia
disorders

17. In Problem based learning the role of
the teacher is:
 That
of an active enthusiast in student
learning
 Active instructor who explains all their
student’s queries
 That of a facilitator who talks only
minimally
 Passive mentor who doesn’t take much
interest

19. Summary:
Learning points-

23. Create your own method

25. Summary:
Medical education can be patient
centered
Ample content in our day to day
practice
Formative Assessment needs to be
stressed

26. To teach individual self-directed
learning competencies, the
following are important:

(1) Situate learners to experience "real" problems;

(2) encourage learners to reflect on their own
performance;

(3) Create an educational atmosphere in clinical training
situations.

(4) Encourage learners to memorize factual content that
is not contextual.

27. Feedback
Please let me know your thoughts:
1)
2)
3)
Your idea of an ideal teaching learning
method
What were the positive and negative
aspects of this presentation?
Would you go about implementing
patient centered learning in your
curriculum and how?