www.londondeanery.ac.uk

Faculty Development

CLINICAL TEACHING SKILLS

LEARNING OBJECTIVES

By the end of the course participants will have:

• Discussed principles of effective learning

• Identified the role of feedback in developing learners

• Understood the role of questioning in stimulating learning

• Planned and delivered a 5-minute teaching session

• Provided constructive feedback for colleagues

• Discussed ways to plan and structure workplace learning

APPROACHES USED

• DISCURSIVE – information sharing

• EXPERIMENTAL – exploring new teaching strategies

• EXPERIENTIAL – peer group learning

CLINICAL TEACHING SKILLS

COMPETENCE

CO

NS

CIO

US

NE

SS

Conscious competence

(C/C)Conscious incompetence

(C/IC)

Unconscious incompetence

(UC/IC)

Unconscious competence

(UC/C)

THE LEARNING ENVIRONMENT

Cast your mind back to a time when you were a learner:

• Think of a good learning experience and identify the factors that made it good

• Think of a bad learning experience and identify the factors that made it bad

PRINCIPLES OF ADULT LEARNING

• Learning depends on motivation

• Capacity to learn

• Experiences must be meaningful

• Active involvement

• Outcome driven

• Feedback

• Regular review

IMPLICATIONS FOR TEACHERS

• Always start with a learning needs analysis so that you can assess the level of your

learners

• Consider the relevance to them of the subject

• This can save time so that you tailor what you say to their needs

• It also establishes a dialogue – the first step in engagement

YERKES–DODSON LAW

Arousal

Performance

High anxiety interfereswith performance

Optimal performance

Asleep

Comfort zone/collusion

Challenge

CLINICAL TEACHING SKILLS

COMPETENCE

CO

NS

CIO

US

NE

SS

C/CC/IC

UC/IC UC/C

1. What do you think you did well?

2. I think you did well at…4. I think you could improve…

3. What could you improve?

FEEDBACK

‘Giving feedback is not just to provide a judgement or evaluation. It is to provide

[develop] insight. Without insight into their own limitations, trainees cannot process

or resolve difficulties’

King (1999)

SUMMARY

• Principles of learning – always start with learning needs

• Learning is about developing competence and awareness

• Degree of challenge and security

• Developing people requires good relationships and mutual trust

• Feedback is essential and needs to focus on behaviour not personality traits

In groups of 3, adopt the following roles in turn:

• teacher

• learner

• feedback giver

For each 15-minute slot, the teacher takes 5 minutes to teach a small topic, then receives

feedback for 10 minutes from the learner and feedback person

MICROTEACHING

DEFINITIONS

AIM: general idea of where you want to go

OBJECTIVE: what trainer wants learner to do/think/know

= TEACHING OBJECTIVE

OUTCOME: statement of what learner will achieve in terms of observable behaviour

= LEARNING OUTCOME

SMART OUTCOMES

Specific

Measurable

Achievable

Relevant

Time bound

LEARNING OUTCOMES

By the end of today you will be able to write at least one learning outcome for

your session:

S – ‘at least one’

M – has it been written?

A – only ‘one’

R – related to day and task ahead

T – ‘by the end of today’

LEARNING OUTCOMES

Write List Show Revise Describe Specify Identify Analyse Assess Demonstrate Use Critique Explain Perform Apply Create Discuss Predict Make Design Compute Rate Utilise Plan Select Label Prepare Compare

DEVELOPING LEARNING OUTCOMES

• Why do we need them?

– to motivate

– expectations

– plan learning

• What are they?

– observable statements of action

• How do we write them?

– SMART

DISCUSSIONS

Convergent Divergent

Knowledge Process

Learning ideas Exploring feelings

Revision Reflection

Accepting views Clarifying views

Apply knowledge Develop coherence

DISCUSSION – PROBLEMS

• Conflict

• Apathy

• Group think

• Unwillingness to speak

• Dialogues

• Monologues

• Group dynamics

TEACHING SMALL GROUPS

• Bridges theory–practice gap

• Great for judgement and professionalism

• 10 times more likely to change

TEACHING THROUGH QUESTIONS

Learningneeds

analysis

Guess what I’m thinking

Statementdisguised

as a question

Awareness-raising

questions

Catalyticquestions

Humiliatingquestions

Counsellingquestions

Mainly for the teacher Mainly for the learner

BLOOM’S TAXONOMY

QUESTIONS BASED ON BLOOM’S TAXONOMY

Category Description Question words

Evaluation Judgement, making value decisions Judge, appraise, assess, evaluate

Synthesis Combining ideas, forming a whole Compose, construct, predict

Analysis Subdividing into component parts Compare, contrast, examine, analyse

Application Use in a new situation Demonstrate, interpret, use

Comprehension Establishing meaning, interpreting Describe, discuss, explain

Knowledge Recalling information Who, what, when, define, list

ACTION–REFLECTION CYCLE

Action Action

Reflection

Observation

What

Analysis – applying theory, concepts, models

Why

Collecting new information

When, where, who

Planning

How

Hope & Timmel (1984)

STRUCTURING LEARNING

In your groups of 3, compile a list of the elements of teaching you found to be useful

from the microteaching

• What helped get the sessions started?

• What helped the learning?

• What enabled the sessions to close effectively?

LEARNING FRAMEWORK

In light of the work you have done today, consider what your view of a learning framework

or a learning cycle would be

What would you say were the important steps or ingredients to ensure you had in any

effective learning episode?

LEARNING FRAMEWORK: AN EXAMPLE

?

KEY THEMES

• Learner-centred

• Creating a safe learning environment

• Teaching through questioning

• Giving effective feedback for learning

• Developing your teaching effectiveness

• Setting learning outcomes

• Organising learning sessions