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Teaching - learning methods.ppt

This document discusses various teaching and learning methods that can be used depending on the objectives and competencies being taught. It describes different methods such as lectures, seminars, group discussions, role plays, demonstrations, tutorials and workshops that target different domains of learning. The key factors to consider when choosing a method include the domain of learning, level of students, resources available and time. Effective teachers combine multiple methods to achieve learning objectives.

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Teaching Learning Methods for Objectives and Competencies
Objective of this session At of the end of this session , the participants should be able to “To choose the appropriate teaching method for various objectives and competencies”
Teaching learning method It is a planned way of providing teaching/learning experience
Teaching Vs Learning • Teaching is the process of imparting knowledge. • One can teach something to other even unconsciously. • Teaching is always linked with learning and learners • Learning is acquisition of knowledge, behavior, skills, values etc. • One can learn throughout their lives. • One does not need to be taught to learn something.
Example You have a task of teaching small group of undergraduate students on communicating to a mother of an infant regarding routine immunization. What Teaching Learning Method would be considered convenient for your above mentioned task?
Teaching method A Role Play session would probably be best to teach communication and attitudes involved in counselling the infant’s mother
Which teaching method to use ? 1. Depending on the domain of learning (cognitive, affective, psychomotor), 2. Level of the student 3. Resource available 4. Group size 5. Time
Which teaching method to use ? • There is no single ideal method for teaching • Effective teacher combines various methods to achieve objectives in an optimum way
Teaching methods A. Control based classification (i) Teacher controlled – lecture, symposium, team teaching, demonstration, bedside clinics (ii) Learner controlled – free group discussion, project work and self- learning methods – self study, programmed instruction
B. Group size based classification: (i) Large group methods (ii) Small group methods (iii) Individual teaching – learning methods 11/16/2022
Teaching methods Large group methods : 1. Lecture 2. Panel discussion 3. Symposium 4. Team teaching
Teaching methods Small group methods 1. Seminar 2. Tutorials 3. Role play 4. Clinics and demonstration 5. Bed side teaching 6. Workshops 7. Group discussion 8. DOAP Sessions
Teaching methods Individual methods • Counselling • Project work • Computer assisted learning • Assignment • Self – study
• Organized presentation of facts with organized thoughts and ideas by a qualified person. • Probably the oldest teaching technique and is still the method used most widely throughout the world 11/16/2022 Lecture
Lecture • Lecture are usually for the cognitive (knowledge) domain • Lecture on Psycho-motor domain (skills) or Affective domain (attitudes ) is less likely to be effective
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Strengths of Using Lecture • Lecture is very efficient • Lecture communicates to large audiences at the same time. • Lectures are useful for providing background information, ideas, basic concepts and methods initially • Lecture is also effective in presenting new information • Lecture permits maximum instructor control and minimal threat to learners.
Weaknesses of Using Lecture College is a place where a professor’s lecture notes go straight to the students lecture notes without passing through the brains of either. Mark Twain
Weaknesses of Using Lecture • Learners are passive and may become disengaged or disinterested. • Instructor does not have an opportunity to get feedback from the learners • Lecture assumes that all learners are at the same level of knowledge and can progress at the same pace. • Lecture requires an effective speaker, and it is not well suited for higher levels of learning.
“Students learn well by “doing.” Yet there is an understandable tendency for students to regard lectures as an opportunity to sit back, be entertained, and “soak up” the learning. 11/16/2022
Point to ponder in lecture • How to make it interesting and interactive • Encouraging the students to participate 11/16/2022
Ask questions • Ask questions to the group at various stages in the lecture, to check comprehension and promote discussion. • Ask one question at a time. If you ask more than one question, you increase the complexity of the learning task. • Give students time to organize their thoughts.
Keys to asking effective questions • Stay neutral until student has explained the answer. Avoid the “rapid reward” that terminates thinking. • Create a safe environment that permits students to answer incorrectly or to guess.
Get students to ask you questions • An alternative to getting students to answer questions is to ask them to direct questions at you. • A good way of overcoming students’ normal fear of embarrassment is to ask them to prepare questions in groups of two or three.
Get students to ask you questions • Questions can then be invited from groups at random. • When asked a question, you should repeat it out loud to ensure that the whole group is aware of what was asked. • Seeking answers to the question from other students, before adding your own views, can increase the level of interaction further.
Other techniques… • Well prepared. • Utilize different ways of presenting same information. • Should have pauses between lesson. • Pictorial illustrations. • Flipped classrooms.
Symposium
Symposium • Series of prepared talk by experts (2-5 person) on different aspect of one issue or question. • Chairperson introduces coordinate and summarize . • No discussion between speakers • Audience passive except at the question time- symposium forum • Cognitive domain
Symposium Advantage • Concise and logical presentation • Analysis of different aspect of an issue • Change of speakers breaks the monotony Disadvantage • Formal atmosphere • Passive audience • Probability of repetition
Panel Discussion
Panel Discussion • Group of 4 or more persons. • Sit with a moderator . • Holds an orderly and logical conversation on the assigned topic . • Each member makes an opening remark . • The method targets the cognitive/knowledge domain predominately.
Panel Discussion Advantage • Issues can be explored from many angles. • Frequent change of speakers and viewpoints ensure audience interest • Audience can understand various aspects of the problem or issue • Establishes informal contact with the audience Disadvantage • All aspects may not be covered • Skilled moderator needed to ensure balanced coverage • Audience is passive unless some question – time is permitted – panel forum
11/16/2022
Teaching methods for small groups 11/16/2022
Why small group teaching? • Build communication skills • To motivate and build confidence • Clear doubts • More ‘hands on’ task • Much- valued contact with teacher • Chance to monitor their own learning • Effective but not efficient in imparting information
What is a small group? Collection of individuals – not a group unless they interact.
Small group methods Theory oriented 1. Seminar 2. Group discussion 3. Tutorials Skill oriented 1. Role play 2. Clinics and demonstration 3. Bed side teaching Integrated teaching 4. Workshops
Seminar
Seminar • It is used for the cognitive/knowledge domain when in depth information on a particular topic is required to improve students’ understanding. • Student may make targeted presentations to the group that leads to interactive discussions
Seminar • Appropriate mode when level of attainment is high • 45 minutes presentation • 15- 20 minutes discussion
Seminar Advantage • Suitable for advaced learner • In-Depth discussion and guidance Disadvantage • Dominant authority may inhibit participation • In-depth pre seminar preparation
Tutorial • Students gather together usually with a tutor to discuss, interact and clarify previously presented material in more detail clarifying individual doubts.
Tutorial Advantage • Active learning- teacher centered • Opportunity to correct mistakes and introspection Disadvantage • Ineffective when preparation is poor
GROUP DISCUSSION • Face to face interaction between members of a small group. • 5- 20 students. • Informal and democratic • Interactive between teacher and peers . • Structure defined. • Common concern. • Able to recognize strengths and weaknesses
GROUP DISCUSSION Disadvantage • Participant should come prepared • Being assessed • learner aptitude varies widely • Needs a good moderator
11/16/2022
Role Playing A good method to teach Communication skills and Attitudes. (Affective domain)
Role Playing • Explain the nature and purpose of the exercise • Define the setting and situation • Select students to act out roles • Provide players with a realistic description of the role or even a script.
Role Playing • Allow time for them to prepare and, if necessary, practice. • Specify observational tasks for non-players. • Discuss and explore the experience with players and observers.
DOAP Demonstration-Observation-Assistance-Performance A practical session that allows student to • observe a demonstration, • assist the performer, • perform in a simulated environment, • perform under supervision or • perform independently
11/16/2022
Demonstration /Bed side clinic • Teacher demonstrate, learner observe • Learner perform themselves • Active learning • Bridge the gap between theory and practice • Permit evaluation of all three domain
Demonstration /Bed side clinic Advantage • Develop rapport and stimulate learner’s curiosity • Can cater to individual learner based on his ability • Scope of reinforce key point by emphasis and repetition.
Workshop • Active involvement of each participant • Learn from hands on experience • Many different teaching methods can be incorporated • Lot of ground work and initial preparation needed
Short video clips demonstrations • Videos is a valuable teaching method. • Can be incorporated into lecture-type presentations to provide illustrative visual stimulation and variety of approach. • Cognitive/knowledge and psychomotor domain that is best served
Skills labs -Simulation • Simulation is very useful in stimulating discussion or illuminating particular issues. • They do require lots of preparation. • Simulation devices can also be used where technology is available, for cardiac auscultation, breast examination, prostate palpation, pelvic examination and laryngeal examination.
Skills labs -Simulation • In skills simulation labs, the student is expected to learn basic surgical techniques (Psychomotor domain). • He will be taught basic knowledge and how to perform the skills.
Anesthesia Sim 1986 Interactive 2000s Resus Annie 1960 Mannikins cadaver Task trainer Virtual Reality
Computer based teaching and learning – information technology • accessing videoconferencing and live lectures via video streaming on the Internet
Small Groups method summary • Student centered teaching method • Promotes social contact with peers and faculty • Improve their understanding of a subject • If planned well, it will be very effective
• Let’s see how do we put various teaching methods for various domain of learning 11/16/2022
You talk to students – in a lecture You talk with students – in a group tutorial You have them talk – in a group discussion You show them how – in a demonstration You show them do – in a practical 11/16/2022
11/16/2022 LEARNING OBJECTIVE KNOWLEDGE SKILL ATTITUDE LECTURE SEMINAR SYMPOSIUM PD CLINICAL SKILL TEACHING SIMULATOR WORKSHOP VIDEO SESSION GROUP DISCUSSION ROLE PLAY
11/16/2022
Choose Teaching method for following competency
Choose Teaching method for following competency Competency Student should able to give Intravenous injection of drugs
Learning objective • Insert needle at proper angle • Withdraw appropriate amount of blood • Withdraw needle and checks for bleeding • Dress area appropriately • Dispose of needle appropriately
TEACHING METHODS • Video clipping • Demonstration on Manequin • Demonstration on patient • Practice on manequins • On patient under supervision • Group discussion on waste disposable
Competency Student should be able to take, read and interpret the electrocardiogram 11/16/2022
Learning objective • Recognise the anatomy of the conduction system of the heart. • Identify the waveforms of the cardiac cycle, as seen on the ECG. • Calculate the heart rate from the ECG. • Outline the equipment and specifications required for recording a 12 lead ECG. 11/16/2022
Learning objective • State and demonstrate the anatomical positions for electrode placement. • Produce a technically accurate ECG. 11/16/2022
Teaching methods • Lecture , seminar and group discussion • Video clipping • Manquin • Demonstration of equipments • Demonstration on patients 11/16/2022
Choose TL method • Activity
Number COMPETENCY The student should be able to: Domain K/S/A/C Level K/KH/ SH/P PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment S SH MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. K KH CM5.2 Describe and demonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method S SH OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit K KH IM6.19 Counsel patients on prevention of HIV transmission C SH
PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment Learning Objectives Audiences- Phase I students PY5.12.1 At the end of the session ,Phase I students must be able to define normal blood pressure range correctly. PY5.12.2 To discuss precisely hypertension and its aetiology. PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and postures PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment Learning Objectives Audiences- Phase I students Teaching Learning Methods PY5.12.1 At the end of the session ,Phase I students must be able to define normal blood pressure range correctly. DOAP PY5.12.2 To discuss precisely hypertension and its aetiology. PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and postures PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. Learning Objectives Audience- Phase II students MI2.4.1 At the end of the session Phase II students must be able to do complete enumeration of the common microbial agents causing anaemia MI2.4.2 To describe the morphology of agent (1,2 etc) in detail MI2.4.3 To describe broadly, the mode of infection of agent in humans MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent MI2.4.5 To correctly describe the clinical course of infection by agent MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiology of agent as a cause of anemia MI2.4.7 To discuss the methods to prevent infection by agent broadly MI2.4.8 To broadly discuss the treatment of infection by agent
MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. Learning Objectives Audience- Phase II students Teaching Learning Method MI2.4.1 At the end of the session Phase II students must be able to do complete enumeration of the common microbial agents causing anaemia Lecture Small group Discussion MI2.4.2 To describe the morphology of agent (1,2 etc) in detail MI2.4.3 To describe broadly, the mode of infection of agent in humans MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent MI2.4.5 To correctly describe the clinical course of infection by agent MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiology of agent as a cause of anemia MI2.4.7 To discuss the methods to prevent infection by agent broadly MI2.4.8 To broadly discuss the treatment of infection by agent
CM5.2 Describe and demonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method Learning Objectives Audience- Phase III(Part-1) CM5.2.1 At the end of the session Phase III(Part-1) students must be able to correctly define, nutrition and nutrients CM5.2.2 To correctly describe the importance of various nutrients in health CM5.2.3 To broadly discuss the requirements of various nutrients according to age, physical activity and specific physiological / medical conditions CM5.2.4 To precisely enlist various nutritional assessment methods CM5.2.5 To precisely demonstrate the application of nutritional assessment methods for assessment of nutritional status of an individual/ family /community in community setting
CM5.2 Describe and demonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method Learning Objectives Audience- Phase III(Part-1) Teaching learning Methods CM5.2.1 At the end of the session Phase III(Part-1) students must be able to correctly define, nutrition and nutrients DOAP CM5.2.2 To correctly describe the importance of various nutrients in health CM5.2.3 To broadly discuss the requirements of various nutrients according to age, physical activity and specific physiological / medical conditions CM5.2.4 To precisely enlist various nutritional assessment methods CM5.2.5 To precisely demonstrate the application of nutritional assessment methods for assessment of nutritional status of an individual/ family /community in community setting
OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit Learning Objectives Audience- Phase III(Part-2) students OG1.2.1 At the end of the session Phase III(Part-2) students must be able to correctly define perinatal period and a neonate. OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as vulnerable period. OG1.2.3 To do complete enumeration of various factors responsible for morbidity during perinatal and neonatal periods. OG1.2.4 To correctly define perinatal mortality and neonatal mortality. OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and the importance of death audit in reducing it.
OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit Learning Objectives Audience- Phase III(Part-2) students Teaching learning methods OG1.2.1 At the end of the session Phase III(Part-2) students must be able to correctly define perinatal period and a neonate. Lecture Small group Discussion OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as vulnerable period. OG1.2.3 To do complete enumeration of various factors responsible for morbidity during perinatal and neonatal periods. OG1.2.4 To correctly define perinatal mortality and neonatal mortality. OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and the importance of death audit in reducing it.
IM6.19 Counsel patients on prevention of HIV transmission Learning Objectives Audience- Phase III(Part-2) students IM6.19.1 At the end of the session Phase III(Part-2) students must be able to correctly describe the agent responsible for HIV infection IM6.19.2 To precisely enlist various modes of transmission of HIV IM6.19.3 To do complete enumeration of high risk groups for HIV infection IM6.19.4 To identify various signs and symptoms of HIV infection IM6.19.5 To discuss specific screening and diagnostic tests available for HIV IM6.19.6 To discuss precisely , the measures to control HIV infection IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding prevention of its transmission in OPD setting
IM6.19 Counsel patients on prevention of HIV transmission Learning Objectives Audience- Phase III(Part-2) students Teaching learning methods IM6.19.1 At the end of the session Phase III(Part-2) students must be able to correctly describe the agent responsible for HIV infection DOAP IM6.19.2 To precisely enlist various modes of transmission of HIV IM6.19.3 To do complete enumeration of high risk groups for HIV infection IM6.19.4 To identify various signs and symptoms of HIV infection IM6.19.5 To discuss specific screening and diagnostic tests available for HIV IM6.19.6 To discuss precisely , the measures to control HIV infection IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding prevention of its transmission in OPD setting
11/16/2022

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Teaching - learning methods.ppt

  • 1.
  • 2.
    Objective of thissession At of the end of this session , the participants should be able to “To choose the appropriate teaching method for various objectives and competencies”
  • 3.
    Teaching learning method Itis a planned way of providing teaching/learning experience
  • 4.
    Teaching Vs Learning •Teaching is the process of imparting knowledge. • One can teach something to other even unconsciously. • Teaching is always linked with learning and learners • Learning is acquisition of knowledge, behavior, skills, values etc. • One can learn throughout their lives. • One does not need to be taught to learn something.
  • 5.
    Example You have atask of teaching small group of undergraduate students on communicating to a mother of an infant regarding routine immunization. What Teaching Learning Method would be considered convenient for your above mentioned task?
  • 6.
    Teaching method A RolePlay session would probably be best to teach communication and attitudes involved in counselling the infant’s mother
  • 7.
    Which teaching methodto use ? 1. Depending on the domain of learning (cognitive, affective, psychomotor), 2. Level of the student 3. Resource available 4. Group size 5. Time
  • 8.
    Which teaching methodto use ? • There is no single ideal method for teaching • Effective teacher combines various methods to achieve objectives in an optimum way
  • 9.
    Teaching methods A. Controlbased classification (i) Teacher controlled – lecture, symposium, team teaching, demonstration, bedside clinics (ii) Learner controlled – free group discussion, project work and self- learning methods – self study, programmed instruction
  • 10.
    B. Group sizebased classification: (i) Large group methods (ii) Small group methods (iii) Individual teaching – learning methods 11/16/2022
  • 11.
    Teaching methods Large groupmethods : 1. Lecture 2. Panel discussion 3. Symposium 4. Team teaching
  • 12.
    Teaching methods Small groupmethods 1. Seminar 2. Tutorials 3. Role play 4. Clinics and demonstration 5. Bed side teaching 6. Workshops 7. Group discussion 8. DOAP Sessions
  • 13.
    Teaching methods Individual methods •Counselling • Project work • Computer assisted learning • Assignment • Self – study
  • 14.
    • Organized presentationof facts with organized thoughts and ideas by a qualified person. • Probably the oldest teaching technique and is still the method used most widely throughout the world 11/16/2022 Lecture
  • 15.
    Lecture • Lecture areusually for the cognitive (knowledge) domain • Lecture on Psycho-motor domain (skills) or Affective domain (attitudes ) is less likely to be effective
  • 16.
  • 17.
    Strengths of UsingLecture • Lecture is very efficient • Lecture communicates to large audiences at the same time. • Lectures are useful for providing background information, ideas, basic concepts and methods initially • Lecture is also effective in presenting new information • Lecture permits maximum instructor control and minimal threat to learners.
  • 18.
    Weaknesses of UsingLecture College is a place where a professor’s lecture notes go straight to the students lecture notes without passing through the brains of either. Mark Twain
  • 19.
    Weaknesses of UsingLecture • Learners are passive and may become disengaged or disinterested. • Instructor does not have an opportunity to get feedback from the learners • Lecture assumes that all learners are at the same level of knowledge and can progress at the same pace. • Lecture requires an effective speaker, and it is not well suited for higher levels of learning.
  • 20.
    “Students learn wellby “doing.” Yet there is an understandable tendency for students to regard lectures as an opportunity to sit back, be entertained, and “soak up” the learning. 11/16/2022
  • 21.
    Point to ponder in lecture •How to make it interesting and interactive • Encouraging the students to participate 11/16/2022
  • 22.
    Ask questions • Askquestions to the group at various stages in the lecture, to check comprehension and promote discussion. • Ask one question at a time. If you ask more than one question, you increase the complexity of the learning task. • Give students time to organize their thoughts.
  • 23.
    Keys to askingeffective questions • Stay neutral until student has explained the answer. Avoid the “rapid reward” that terminates thinking. • Create a safe environment that permits students to answer incorrectly or to guess.
  • 24.
    Get students toask you questions • An alternative to getting students to answer questions is to ask them to direct questions at you. • A good way of overcoming students’ normal fear of embarrassment is to ask them to prepare questions in groups of two or three.
  • 25.
    Get students toask you questions • Questions can then be invited from groups at random. • When asked a question, you should repeat it out loud to ensure that the whole group is aware of what was asked. • Seeking answers to the question from other students, before adding your own views, can increase the level of interaction further.
  • 26.
    Other techniques… • Wellprepared. • Utilize different ways of presenting same information. • Should have pauses between lesson. • Pictorial illustrations. • Flipped classrooms.
  • 27.
  • 28.
    Symposium • Series ofprepared talk by experts (2-5 person) on different aspect of one issue or question. • Chairperson introduces coordinate and summarize . • No discussion between speakers • Audience passive except at the question time- symposium forum • Cognitive domain
  • 29.
    Symposium Advantage • Concise andlogical presentation • Analysis of different aspect of an issue • Change of speakers breaks the monotony Disadvantage • Formal atmosphere • Passive audience • Probability of repetition
  • 30.
  • 31.
    Panel Discussion • Groupof 4 or more persons. • Sit with a moderator . • Holds an orderly and logical conversation on the assigned topic . • Each member makes an opening remark . • The method targets the cognitive/knowledge domain predominately.
  • 32.
    Panel Discussion Advantage • Issuescan be explored from many angles. • Frequent change of speakers and viewpoints ensure audience interest • Audience can understand various aspects of the problem or issue • Establishes informal contact with the audience Disadvantage • All aspects may not be covered • Skilled moderator needed to ensure balanced coverage • Audience is passive unless some question – time is permitted – panel forum
  • 33.
  • 34.
    Teaching methods forsmall groups 11/16/2022
  • 35.
    Why small groupteaching? • Build communication skills • To motivate and build confidence • Clear doubts • More ‘hands on’ task • Much- valued contact with teacher • Chance to monitor their own learning • Effective but not efficient in imparting information
  • 36.
    What is asmall group? Collection of individuals – not a group unless they interact.
  • 37.
    Small group methods Theoryoriented 1. Seminar 2. Group discussion 3. Tutorials Skill oriented 1. Role play 2. Clinics and demonstration 3. Bed side teaching Integrated teaching 4. Workshops
  • 38.
  • 39.
    Seminar • It isused for the cognitive/knowledge domain when in depth information on a particular topic is required to improve students’ understanding. • Student may make targeted presentations to the group that leads to interactive discussions
  • 40.
    Seminar • Appropriate modewhen level of attainment is high • 45 minutes presentation • 15- 20 minutes discussion
  • 41.
    Seminar Advantage • Suitable foradvaced learner • In-Depth discussion and guidance Disadvantage • Dominant authority may inhibit participation • In-depth pre seminar preparation
  • 42.
    Tutorial • Students gathertogether usually with a tutor to discuss, interact and clarify previously presented material in more detail clarifying individual doubts.
  • 43.
    Tutorial Advantage • Active learning-teacher centered • Opportunity to correct mistakes and introspection Disadvantage • Ineffective when preparation is poor
  • 45.
    GROUP DISCUSSION • Faceto face interaction between members of a small group. • 5- 20 students. • Informal and democratic • Interactive between teacher and peers . • Structure defined. • Common concern. • Able to recognize strengths and weaknesses
  • 46.
    GROUP DISCUSSION Disadvantage • Participantshould come prepared • Being assessed • learner aptitude varies widely • Needs a good moderator
  • 47.
  • 48.
    Role Playing A goodmethod to teach Communication skills and Attitudes. (Affective domain)
  • 49.
    Role Playing • Explainthe nature and purpose of the exercise • Define the setting and situation • Select students to act out roles • Provide players with a realistic description of the role or even a script.
  • 50.
    Role Playing • Allowtime for them to prepare and, if necessary, practice. • Specify observational tasks for non-players. • Discuss and explore the experience with players and observers.
  • 51.
    DOAP Demonstration-Observation-Assistance-Performance A practical sessionthat allows student to • observe a demonstration, • assist the performer, • perform in a simulated environment, • perform under supervision or • perform independently
  • 52.
  • 53.
    Demonstration /Bed sideclinic • Teacher demonstrate, learner observe • Learner perform themselves • Active learning • Bridge the gap between theory and practice • Permit evaluation of all three domain
  • 54.
    Demonstration /Bed sideclinic Advantage • Develop rapport and stimulate learner’s curiosity • Can cater to individual learner based on his ability • Scope of reinforce key point by emphasis and repetition.
  • 55.
    Workshop • Active involvementof each participant • Learn from hands on experience • Many different teaching methods can be incorporated • Lot of ground work and initial preparation needed
  • 56.
    Short video clipsdemonstrations • Videos is a valuable teaching method. • Can be incorporated into lecture-type presentations to provide illustrative visual stimulation and variety of approach. • Cognitive/knowledge and psychomotor domain that is best served
  • 57.
    Skills labs -Simulation •Simulation is very useful in stimulating discussion or illuminating particular issues. • They do require lots of preparation. • Simulation devices can also be used where technology is available, for cardiac auscultation, breast examination, prostate palpation, pelvic examination and laryngeal examination.
  • 58.
    Skills labs -Simulation •In skills simulation labs, the student is expected to learn basic surgical techniques (Psychomotor domain). • He will be taught basic knowledge and how to perform the skills.
  • 59.
  • 60.
    Computer based teachingand learning – information technology • accessing videoconferencing and live lectures via video streaming on the Internet
  • 61.
    Small Groups methodsummary • Student centered teaching method • Promotes social contact with peers and faculty • Improve their understanding of a subject • If planned well, it will be very effective
  • 62.
    • Let’s seehow do we put various teaching methods for various domain of learning 11/16/2022
  • 63.
    You talk tostudents – in a lecture You talk with students – in a group tutorial You have them talk – in a group discussion You show them how – in a demonstration You show them do – in a practical 11/16/2022
  • 64.
    11/16/2022 LEARNING OBJECTIVE KNOWLEDGE SKILLATTITUDE LECTURE SEMINAR SYMPOSIUM PD CLINICAL SKILL TEACHING SIMULATOR WORKSHOP VIDEO SESSION GROUP DISCUSSION ROLE PLAY
  • 65.
  • 66.
    Choose Teaching methodfor following competency
  • 67.
    Choose Teaching methodfor following competency Competency Student should able to give Intravenous injection of drugs
  • 68.
    Learning objective • Insertneedle at proper angle • Withdraw appropriate amount of blood • Withdraw needle and checks for bleeding • Dress area appropriately • Dispose of needle appropriately
  • 69.
    TEACHING METHODS • Videoclipping • Demonstration on Manequin • Demonstration on patient • Practice on manequins • On patient under supervision • Group discussion on waste disposable
  • 70.
    Competency Student should beable to take, read and interpret the electrocardiogram 11/16/2022
  • 71.
    Learning objective • Recognisethe anatomy of the conduction system of the heart. • Identify the waveforms of the cardiac cycle, as seen on the ECG. • Calculate the heart rate from the ECG. • Outline the equipment and specifications required for recording a 12 lead ECG. 11/16/2022
  • 72.
    Learning objective • Stateand demonstrate the anatomical positions for electrode placement. • Produce a technically accurate ECG. 11/16/2022
  • 73.
    Teaching methods • Lecture, seminar and group discussion • Video clipping • Manquin • Demonstration of equipments • Demonstration on patients 11/16/2022
  • 74.
  • 75.
    Number COMPETENCY The studentshould be able to: Domain K/S/A/C Level K/KH/ SH/P PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment S SH MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. K KH CM5.2 Describe and demonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method S SH OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit K KH IM6.19 Counsel patients on prevention of HIV transmission C SH
  • 76.
    PY5.12 Record bloodpressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment Learning Objectives Audiences- Phase I students PY5.12.1 At the end of the session ,Phase I students must be able to define normal blood pressure range correctly. PY5.12.2 To discuss precisely hypertension and its aetiology. PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and postures PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
  • 77.
    PY5.12 Record bloodpressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment Learning Objectives Audiences- Phase I students Teaching Learning Methods PY5.12.1 At the end of the session ,Phase I students must be able to define normal blood pressure range correctly. DOAP PY5.12.2 To discuss precisely hypertension and its aetiology. PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and postures PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
  • 78.
    MI2.4 List thecommon microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. Learning Objectives Audience- Phase II students MI2.4.1 At the end of the session Phase II students must be able to do complete enumeration of the common microbial agents causing anaemia MI2.4.2 To describe the morphology of agent (1,2 etc) in detail MI2.4.3 To describe broadly, the mode of infection of agent in humans MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent MI2.4.5 To correctly describe the clinical course of infection by agent MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiology of agent as a cause of anemia MI2.4.7 To discuss the methods to prevent infection by agent broadly MI2.4.8 To broadly discuss the treatment of infection by agent
  • 79.
    MI2.4 List thecommon microbial agents causing anemia. Describe the morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia. Learning Objectives Audience- Phase II students Teaching Learning Method MI2.4.1 At the end of the session Phase II students must be able to do complete enumeration of the common microbial agents causing anaemia Lecture Small group Discussion MI2.4.2 To describe the morphology of agent (1,2 etc) in detail MI2.4.3 To describe broadly, the mode of infection of agent in humans MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent MI2.4.5 To correctly describe the clinical course of infection by agent MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiology of agent as a cause of anemia MI2.4.7 To discuss the methods to prevent infection by agent broadly MI2.4.8 To broadly discuss the treatment of infection by agent
  • 80.
    CM5.2 Describe anddemonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method Learning Objectives Audience- Phase III(Part-1) CM5.2.1 At the end of the session Phase III(Part-1) students must be able to correctly define, nutrition and nutrients CM5.2.2 To correctly describe the importance of various nutrients in health CM5.2.3 To broadly discuss the requirements of various nutrients according to age, physical activity and specific physiological / medical conditions CM5.2.4 To precisely enlist various nutritional assessment methods CM5.2.5 To precisely demonstrate the application of nutritional assessment methods for assessment of nutritional status of an individual/ family /community in community setting
  • 81.
    CM5.2 Describe anddemonstrate the correct method of performing a nutritional assessment of individuals, families and the community by using the appropriate method Learning Objectives Audience- Phase III(Part-1) Teaching learning Methods CM5.2.1 At the end of the session Phase III(Part-1) students must be able to correctly define, nutrition and nutrients DOAP CM5.2.2 To correctly describe the importance of various nutrients in health CM5.2.3 To broadly discuss the requirements of various nutrients according to age, physical activity and specific physiological / medical conditions CM5.2.4 To precisely enlist various nutritional assessment methods CM5.2.5 To precisely demonstrate the application of nutritional assessment methods for assessment of nutritional status of an individual/ family /community in community setting
  • 82.
    OG1.2 Define anddiscuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit Learning Objectives Audience- Phase III(Part-2) students OG1.2.1 At the end of the session Phase III(Part-2) students must be able to correctly define perinatal period and a neonate. OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as vulnerable period. OG1.2.3 To do complete enumeration of various factors responsible for morbidity during perinatal and neonatal periods. OG1.2.4 To correctly define perinatal mortality and neonatal mortality. OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and the importance of death audit in reducing it.
  • 83.
    OG1.2 Define anddiscuss perinatal mortality and morbidity including perinatal and neonatal mortality and morbidity audit Learning Objectives Audience- Phase III(Part-2) students Teaching learning methods OG1.2.1 At the end of the session Phase III(Part-2) students must be able to correctly define perinatal period and a neonate. Lecture Small group Discussion OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as vulnerable period. OG1.2.3 To do complete enumeration of various factors responsible for morbidity during perinatal and neonatal periods. OG1.2.4 To correctly define perinatal mortality and neonatal mortality. OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and the importance of death audit in reducing it.
  • 84.
    IM6.19 Counsel patientson prevention of HIV transmission Learning Objectives Audience- Phase III(Part-2) students IM6.19.1 At the end of the session Phase III(Part-2) students must be able to correctly describe the agent responsible for HIV infection IM6.19.2 To precisely enlist various modes of transmission of HIV IM6.19.3 To do complete enumeration of high risk groups for HIV infection IM6.19.4 To identify various signs and symptoms of HIV infection IM6.19.5 To discuss specific screening and diagnostic tests available for HIV IM6.19.6 To discuss precisely , the measures to control HIV infection IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding prevention of its transmission in OPD setting
  • 85.
    IM6.19 Counsel patientson prevention of HIV transmission Learning Objectives Audience- Phase III(Part-2) students Teaching learning methods IM6.19.1 At the end of the session Phase III(Part-2) students must be able to correctly describe the agent responsible for HIV infection DOAP IM6.19.2 To precisely enlist various modes of transmission of HIV IM6.19.3 To do complete enumeration of high risk groups for HIV infection IM6.19.4 To identify various signs and symptoms of HIV infection IM6.19.5 To discuss specific screening and diagnostic tests available for HIV IM6.19.6 To discuss precisely , the measures to control HIV infection IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding prevention of its transmission in OPD setting
  • 86.