The
EPEC-O
TM
Education in Palliative and End-of-life Care - Oncology
Project
The EPEC-O Curriculum is produced by the EPECTM Project with major funding
provided by NCI, with supplemental funding provided by the Lance Armstrong
Foundation.
E
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EPEC - Oncology
Education in Palliative and End-of-life Care - Oncology
Teach 2:
Teaching Skills II
Overall Message
Match the teaching
method with the
learning objectives
Objectives

Describe effective use of small-group
case-based teaching

Describe effective use of role play

Describe effective use of slides as
part of the lecture
Video
Lecture

Efficient for transferring knowledge

Can reach large numbers of people

Good for auditory learners

Best if its on a topic of interest to the
attendees
Limitations of lecture

Passive learning

No chance for feedback from
audience

Assumes everyone learns the same
way, at the same rate
Make lectures active

Slides (for the visual learners)

Cases (to show why its important)

Videos (to change the pace and make it
more relevant)

Ask questions of the audience
Rhetorical (no answers)
A few comments
Audience responses systems

Ask them to discuss (‘buzz groups’)
Small Group
Case-based Teaching
Small group teaching

A discussion with a purpose

Not an open-ended, unintentional
interaction

Not a lecture in a small group.


Small group teaching goals





To promote understanding and
reinforce knowledge
To apply knowledge
To foster critical thinking and
problem solving
To exchange ideas and encourage
self-directed learning
Advantages of SGT

Active involvement by the
participants

Application to clinical practice

Peer support and expertise

Feedback and reinforcement


Limitations of SGT

High moderator-participant ratio

Potential discomfort with this
teaching method

Increased costs


Using cases effectively . . .

Remember the goal of using
the case and make your
objectives clear

Provide participants with a
series of questions to guide
the discussion

Try to promote a sense of
“mystery”
. . . Using cases effectively

Build on the case to illustrate
other relevant issues

Consider different ways of
presenting the case

Provide supplementary readings
and materials

Common problems

Encouraging everyone to participate

Keeping the group members interested

Dealing with group silence



Dealing with “dominant” or “silent”
members
Getting through the material without
lecturing
Small group teaching
skills . . .

Setting the Stage

Accomplishing the Task

Summarizing the Activity
. . . Small group teaching
skills
Setting the Stage

Plan ahead

Convene the group

Develop a mutually acceptable agenda

Create a non-threatening environment
. . . Small group teaching
skills . . .
Accomplishing the Task

Actively involve all group members

Question effectively

Listen and reinforce
. . . Small group teaching
skills
Accomplishing the Task

Provide limited but relevant
information

Focus the group on the task
at hand

Observe and identify the
group’s behavior
Using role plays
for teaching
and learning
Role plays
A drama in which a number
of participants are asked to
portray a particular character,
but no lines are learned.
McKeachie, 1986
Why use role plays?

To stimulate interest and increase
motivation for learning.

To promote skill acquisition
through practice and feedback.

To develop empathy.

To bring about attitude change.

When to use role plays . . .
To Teach:

Interviewing and communication skills

History-taking skills

Working with “difficult” patients
or “difficult” situations
. . . When to use role plays
To Teach:


“Affective” issues
The difference between “thinking”
and “doing”
Potential limitations

Role plays can be artificial.

Role plays can promote anxiety.

Role plays can become too
“emotional”.

Students can “over-identify”
with their roles.
Designing role plays . . .

Base the role play on a real
situation.

Use prepared scripts whenever
possible.

Make sure that the goals are clear.

Give enough details to “set the
stage”.
. . . Designing role plays

Make the role plays brief – to make
a point.

Leave room to allow participants
to “make up” what they don’t know.

Maintain a balance between
structure and spontaneity.

Conducting role plays . . .

Set the stage.

Assign the roles.

Clarify the goals and context of
the role play.

Prepare the setting and conduct
the role play.
. . . Conducting role plays

“Debrief” the players.

Discuss major themes and
issues.

Summarize key points.
Innovative applications

“Fishbowl”

1-2, 1-2

1-2-3, 1-2-3
The “Bottom Line”

Specify the objectives.

Make it “real”.

Debrief the players.

Summarize the major themes.
Effective Visual
Presentations
Using EPEC-O slides

As they are
Animated

Making them your own
Keep the background, title page
Attribute the source
Note what you have modified
What medium to use

LCD Projector

Slides

Overheads
Page Setup
What’s the message

A simple thought

A very complex thought that seems to run
on a bit but has something to say

Too much text in one line that doesn’t get the
message across simply or clearly because Walsh,
and others, have shown in a sample size of 3,456
oncologists randomized to two study groups and
stratified on the basis of age and practice that
slides that have too much text are irritating!
Clarity

Key point / line

Simple words

Build ideas

Cues, not full thoughts
Simple construction

 6 words / line

 30 characters / line

 6 lines / slide
Projection

 1 slide / minute

Don’t read
Except “quotes”

Address the audience

1 person, 1 thought
Font . . .

Arial Font

Times New Roman

Brush Script MT

Comic Sans MS

Antique Olive Compact
. . . Font

Arial Font

Times New Roman

Brush Script MT

Comic Sans MS

Antique Olive Compact
Font size

16 point – can you read it?

20 point – can you read it?

24 point – can you read it?

28 point – can you read it?

32 point – can you read it?

40 point – can you read it?

48 point – can you read?
Line spacing . . .



How much space is enough between
lines or paragraphs?
How much space is enough between
lines or paragraphs?
How much space is enough between
lines or paragraphs?
. . . Line spacing . . .



How much space is enough between
lines or paragraphs?
How much space is enough between
lines or paragraphs?
How much space is enough between
lines or paragraphs?
. . . Line Spacing

How much space is enough between
lines or paragraphs?

How much space is enough between
lines or paragraphs?

How much space is enough between
lines or paragraphs?
Color . . .

High contrast
Receding background
Foreground stands out

Sets the mood

Sets the image (corporate)
Color  Emotion . . .

Red heightens emotions
Warning, danger, financial loss

Blue calms
Conservative approach
. . . Color  Emotion

Green stimulates interaction
Shows growth

Pink + powder blue
A nursery

Orange with black
Halloween
Color . . .

2-3 colors / slide max

Test colors
LCD projector variation
Sample slides
Color . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Color . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Color . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Color . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Color . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
. . . Color

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Shadow . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Shadow . . .

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
. . . Shadow

Key point 1

Key point 1

Key point 2

Key point 2

Key point 3

Key point 3

Key point 4

Key point 4
Bullets

Bullets
 Bullets
 Bullets
 Secondary thoughts
Secondary thoughts
Indentation

Primary thought
Secondary thoughts
Tertiary thoughts
Quaternary thoughts
No text build

Key point 1

Key point 2

Key point 3

Key point 4
Text build

Key point 1

Key point 2

Key point 3

Key point 4
Text build + dim

Key point 1

Key point 2

Key point 3

Key point 4
Text animation . . .

Key point 1

Key point 2

Key point 3

Key point 4
. . . Text animation . . .

Key point 1

Key point 2

Key point 3

Key point 4
. . . Text animation . . .

Key point 1

Key point 2

Key point 3

Key point 4
. . . Text animation . . .

Key point 1

Key point 2

Key point 3

Key point 4
. . . Text Animation

Key point 1

Key point 2

Key point 3

Key point 4
Highlights

Colors colors colors

Size size size size

Italics italics italics

Caps caps CAPS caps
Word Art
Linking slides . . .

The first in a series of
related slides

Can you see the cue?
. . . Linking slides . . .

The second in a series of related
slides

Can you see the cue?
. . . Linking slides

The last in a series of
related slides

Can you see the cue?
Graphics . . .

Use as memory cues
. . . Graphics


Don’t overuse
Don’t distract
from your
message
Pre-test, post-test
71
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64
63
62
Pre-test
Post-test
p < .0001
Saving files

Frequently

To reduce size, save with
new name

Backup
Traveling

Keep your materials with you

Consider a backup copy
Acetates
diskette
Practice
Practice
Practice
Practice
Practice
Room setup

Participant arrangement
Lecture, classroom, rounds, board room
U

Speaker position
Visibility
Audibility
Accessibility
Equipment setup

Projector / changer

Power / tables

Accessories
Acetates, pens
Laser pointer
Projection setup

8 : 1 rule
Person 40 feet away
Slide > 5 feet high

Slides - as bright as possible

Room - as dark as possible
E
P
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Summary
O
Match the technique with the
learning objectives