MEU WORKSHOP Teaching Learning Methods
Learning is an highly individualized process that depends on multiple factors.
Efficient learning may therefore be facilitated
The role of teachers is to facilitate learning.
Intrinsic • student driven
• Past experiences,
• relevance of learning to their future
Extrinsic
• Assessment – important impetus to learn
• Many modifiable factors may have a negative influence and include distractions, physical discomfort and attitude of teachers
The teacher or facilitator is one of the most important variables in the educational environment
It is easy to learn attitudes including poor attitudes
Attitudes are learnt thro’ observation of those in relative seniority or power
Transmitting- lectures, reading materials,
memory devices ( pass on)
Instructing- active learning, mini-lecturing,
collaborative teams (train, teach)
Coaching- mentorship, job shadowing, demos,
role plays
Facilitate problem based learning, project based
learning (make possible or make easy)
Lecturing is one of the oldest forms of large group teaching
They are efficient means of transferring knowledge, explain concepts to a large group
Can be used to stimulate interest and direct student learning
Lecture can be properly prepared and organized to meet the needs of the audience
Teachers can assimilate a large amount of information and can present it concisely
Faculty who are interested, with good language and communication skills can make lectures very interesting and a good learning experience
Preparation for the lecture is very important
Objective of the lecture should be clearly defined
In beginning it is a good idea to summarise the previous lecture
Indicate the major themes of the present lecture
Wrap up the lecture by summarizing the salient points
Getting feedback is an useful exercise
During the lecture encourage students to interact
Give clinical examples
Ask questions
Get students to ask questions
Break monotony
Advantages Disadvantages
Careful, lucid presentation of material.
No better than a given instructor on a given day. Can’t accommodate individual differences well (so participant attention often wanders).
Participants see professional mind at work.
Learner is passive. No scope for students to critically appraise acquired Knowledge
Effectively conveys "low-level" information and skills.
Not effective in teaching Skills and Changing Attitudes.
Accepted format by educational community (teachers and students).
Limited opportunity for questions (and one person’s questions often not of interest to others).
Economical. Practice opportunities relatively limited; feedback often slow.
Lectures
Small group discussions plays a valuable role in the all-round education of students
Includes
◦ Problem based learning
◦ Tutorial
◦ Seminar
• Small group teaching • Improves presentation skills
• Improves listening skills
• Working as a team
• Chance to monitor their own learning
• This requires active participation of all group members
• Tutors have a tendency to become prime talkers
It consists of a small group of students and a tutor who discuss, interact and clarify regarding a previously prepared topic
Ideal for groups of 10-15 students
A clinical case or a problem can be used as a starting point
All aspects are discussed in detail by the students among themselves and with the tutor
Preparation: Students must be informed about the topic
Reading prior to the tutorial
Participation in the tutorial – active by contributing and passively by listening, observation etc
Allows instructor to be responsive to each participant.
Learner interacts and participates.
Tutoring one’s peers results in greater learning for the tutor.
Inefficient, takes much time.
Facilitator or tutor with a group of 10-15 well read students
Presentations are breifly made by each participant or some participants which is pre-determined
Further active learning occurs during the discussions that follow
• Advantages• Easy to implement, good compromise with
many of advantages of large groups, small groups, and individualized instruction.
• Makes for congenial learner-learner interaction without need for facilitator trained in group activities.
• Learners are often active participants, making presentations on specific topics.
• Especially useful for workshops or groups meeting informally or infrequently.
Disadvantages Not as cost-effective as small groups,
individualized instruction, or lectures in situations for which these formats are best suited.
Groups must be small for effectiveness. Requires motivated, interested participants
for lively sessions.
PBL is a learning process that is centred around the discussion and learning that emanates from a clinically-based problemPBL is a
It uses a clinical problem to stimulate discussion and identify learning issues by a small group of students
It facilitates self directed learning based on the educational needs of an individual
Presentation of clinical material as thestimulus for learningenables students to understand the relevanceof underlying scientific knowledge andprinciples in clinical practice.
the process of acquiring new knowledge based on recognition of a need to learn
arriving at decisions based on prior knowledge and reasoning
Is Problem based learning same as
Problem solving
Problem based learning
Problem solving
Knowledge - basic and clinical content in context
Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning
Attitudes - value of teamwork, inter-personal skills, and psychosocial issues
Encourages self learning
Allows the student to tackle puzzling situations
Helps students to identify gaps in knowledge in relation to the problem
Development of other skills like doing an appropriate literature search, critically appraise available knowledge
Development of social skills such as Interact in small groups
Increases responsibility to self and others
Make effective presentation
An ideal PBL is open ended
Hence could be time consuming
Present University curriculum does not support PBL format of learning
Read the
trigger
Identify learning issues
Research-Learn(2-7 days)
Return-Reread-Report-
Review
Brainstorm-
hypothesize
Next trigger
EVALUATE