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17th Workshop on Teaching Evidence-Based Practice
St Hugh’s College 2010
Dr Carl Heneghan MA, MRCGP, DPhil
Director CEBM
University of Oxford
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About the workshop
www.cebm.netPlenaries
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Small groups
• Check your group number• Check your room • Allocated a facilitator and a co-facilitator• You will be in the same small group for the
week
www.cebm.netToday’s searching session • Leaving from Maplethorpe at 3.45pm • If you want tea, stop your small group session
at 3.30 this afternoon • Two minute walk to Oxford Computing
Services
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PADs
• Participant Ad Hoc Discussion groups • Sign up sheets in the foyer
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Weds afternoon
Organized tours sign up
• Ashmolean Museum • Bodleian Library • Walking tours
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Map
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Masters Programme
Presentations
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Pequenos Grupos
• Confirme o número de seu grupo• Confirme sua sala • Confirme o facilitador e co-facilitador de seu
grupo
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Photocopying
• Hand to Olive and Mary
www.cebm.netObjectives for the Week
• Your objectives – review• Discuss with neighbours
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What is evidence-based medicine?“Evidence-based medicine is the integration of best
research evidence with clinical expertise and patient values”
Patient Concerns
Clinical Expertise
Best research evidence
EBM
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“Just in Time” learningThe EBM Alternative Approach• Shift focus to current patient problems
(“just in time” education)• Relevant to YOUR practice• Memorable• Up to date
• Learn to obtain best current answers
Dave Sackett
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EBM practice requires:
• Asking• Acquiring• Appraising• Applying• Assessing
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Why are you here?
Evidence Based Practice
And
To Teach
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Try the following exercise.
Sit back, close your eyes,
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Try the following exercise.
Sit back, close your eyes, and bring to mind the best teachers you ever had.
Try to remember what they were like-how they looked, talked and acted, what their classrooms and/or offices were like, how they made you feel as their student.
When you're satisfied that you've gotten a good picture of who these people were, open your eyes
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Educator and philosopher Parker Palmer:
Good teaching isn't about technique. I've asked students around the country to describe their good teachers to me.
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Educator and philosopher Parker Palmer:
Some of them describe people who lecture all the time, some of them describe people who do little other than facilitate group process, and others describe everything in between.
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Educator and philosopher Parker Palmer:
But all of them describe people who have some sort of connective capacity, who connect themselves to their students, their students to each other, and everyone to the subject being studied.
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What Makes a Good Teacher?
1. Enthusiastic, energetic, excited
2. Highly knowledgeable in their area of expertise
3. Maintains that knowledge base
4. Lifelong learner
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What Makes a Good Teacher?
1. Enthusiastic, energetic, excited
2. Highly knowledgeable in their area of expertise
3. Maintains that knowledge base
4. Lifelong learner
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Would any of you have agreed to participate in a placebo controlled trial of
prophylactic antibiotics for colorectal surgery after 1975?
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Reduction of perioperative deaths by antibiotic prophylaxis for colorectal surgery
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What Makes a Good Teacher?
1. Enthusiastic, energetic, excited
2. Highly knowledgeable in their area of expertise
3. Maintains that knowledge base
4. Lifelong learner
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What Makes a Good Teacher?
1. Enthusiastic, energetic, excited
2. Highly knowledgeable in their area of expertise
3. Maintains that knowledge base
4. Lifelong learner
www.cebm.netWorking in your table group
Write down what you think the content of a one hour session on evidence based therapy should include
www.cebm.netStep 5
A session on therapy should include:
1.2.3.4.5.
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Highly knowledgeable and up to date in their subject area, but do not pretend to know it all, willing to learn from pupils and from others
Subject Matter Knowledge
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NNT
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NNT
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What Makes a Good Teacher?
1. Enthusiastic, energetic, excited
2. Highly knowledgeable in their area of expertise
3. Maintains that knowledge base
4. Lifelong learner
www.cebm.netWhat Makes a Good Teacher?
Good teachers are ‘classroom researchers’Experiment with teaching strategies
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What Makes a Good Teacher?
Keep what works
Discarding what doesn’t
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Reflection and Discussion
Do you reflect on your teaching?
As a result of this reflection do you alter your approach?
How much do you share good practice with colleagues?
Life long learning
www.cebm.netThis week – good teaching1. Have a sense of purpose
2. Have expectations of success
3. Tolerate ambiguity
4. Demonstrate a willingness to adapt and change
5. Are comfortable with not knowing
6. Reflect on their work
7. Learn from a variety of models
8. Enjoy their work and their students
www.cebm.netThe Real ‘Three R’s’ of Learning
• Resilient
• Reflective
• Resourceful
www.cebm.netFAQ: How Long … ?• Proficient? Quickly• Mastery? Lifetime
• Human expertise takes >10,000 hours, >10 years
→Deliberate practice
www.cebm.netSum up in one sentence
"promote the active engagement of the learner"
www.cebm.netThank you
• Coffee • Small groups
