Faculty Development
CLINICAL
TEACHING SKILLS
www.londondeanery.ac.uk
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
CONSCIOUSNESS
CLINICAL TEACHING SKILLS
Conscious competence
(C/C)
Conscious
incompetence
(C/IC)
Unconscious incompetence
(UC/IC)
COMPETENCE
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
Performance
Optimal performance
Challenge
Comfort zone/
collusion
High anxiety interferes
with performance
Asleep
Arousal
CLINICAL TEACHING SKILLS
3. What could you improve?
C/C
C/IC
CONSCIOUSNESS
1. What do you think you did well?
4. I think you could improve…
UC/IC
2. I think you did well at…
UC/C
COMPETENCE
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
MICROTEACHING
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
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
Statement
disguised
as a question
Humiliating
questions
Guess what
I’m thinking
Mainly for the teacher
Awarenessraising
questions
Learning
needs
analysis
Counselling
questions
Catalytic
questions
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
Collecting new
information
Analysis – applying
theory, concepts, models
When, where, who
Why
Reflection
Planning
How
Action
Observation
What
Action
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